NSF INCLUDES DDLP: Building on Strengths - A Design and Development Launch Pilot to Broaden Participation in Mathematics

在这个国家科学基金会包括设计和开发启动试点机构的“建设优势”建议建立和试点的基础设施，诱导过程，并早日实施数学家联盟的颜色网络。该网络将由来自学术界和工业界的有色人种数学家组成，他们希望投入时间，分享他们的专业知识，并向有色人种学生及其教师学习。建立在优势上将利用基本需求认知理论来支持这些互动，并将重点放在短期和中期合作上（从一个月到一个学期）之间的访问数学家，学生和合作教师，将涉及三种具体类型的互动：一起做数学作为一种思维习惯的练习，谈论数学学科和有色人种数学家在该学科的经验，以及建立关系的活动。在该项目中开发的基础设施将包括招聘，选择和诱导系统，配对附属数学家与教室的过程，以及合作的支持结构。为了支持网络的目标，将开发一个原型虚拟空间，在其中可以从课堂互动中收集和共享实时工件。虽然建立优势将在中学背景下试行该计划，但一旦建立了可行的模型，就有可能扩展到K-16以及其他STEM领域。该项目的研究采用探索性顺序混合方法设计，将分两个阶段进行。在第一，定量，研究阶段，将解决以下问题：（1）教师与数学家的合作与变化的学生在感知的基本人类需求得到满足，数学或种族的身份，或信仰的数学或谁可以做数学？(2)教师与数学家的合作是否与成年人对基本需求的作用的看法或成年人对数学或谁能做数学的认同或信念的变化有关？在第二，定性，研究阶段，两种类型的互动将被选择进行深入的定性研究，确定的情况下，学生群体经历了他们的需求，身份和信仰的变化。在这个以个案为中心的定性阶段，我们将探讨以下问题：（1）师生互动的本质是什么？(2)学生认为干预的哪些方面与他们最相关？(3)干预措施的实施与预期的干预措施有何不同？该研究的结果将有助于改善基础设施，并更好地支持有色人种数学家，有色人种学生及其数学教师之间的互动;结果也将揭示学生如何体验他们的互动。

In this NSF INCLUDES Design and Development Launch Pilot the institutions of "Building on Strengths" propose to build and pilot the infrastructure, induction process, and early implementation of the Mathematician Affiliates of Color network. This network will consist of mathematicians of color from across academia and industry who want to invest time in, share their expertise with, and learn from students of color and their teachers. Building on Strengths will draw on basic needs cognitive theory to support these interactions and will focus narrowly on short and moderate term collaborations (from one month to a semester) between visiting mathematicians, students, and collaborating teachers that will involve three specific types of interactions: doing mathematics together as a habits-of-mind practice, talking about the discipline of mathematics and the experiences of mathematicians of color in that discipline, and relationship-building activities. The foundational infrastructure developed in the project will include systems for recruitment, selection and induction, a process for pairing affiliate mathematicians with classrooms, and support structures for the collaborations. To support the goals of the network a prototype virtual space will be developed in which real-time artifacts can be collected and shared from the classroom interactions. While Building on Strengths will pilot this program in the secondary context, once a viable model is established, scaling to K-16, as well as to other STEM fields, will be possible.The research study in the project uses an exploratory sequential mixed-methods design and will be conducted in two phases. In the first, quantitative, phase of the study the following questions will be addressed: (1) Is the teacher-mathematician collaboration associated with a change for students in perception of basic human needs being met, mathematical or racial identities, or beliefs about mathematics or who can do mathematics? (2) Is the teacher-mathematician collaboration associated with a change for adults in perceptions of the role of basic needs or in adults' identities or beliefs about mathematics or who can do mathematics? In the second, qualitative, phase of the study, two types of interactions will be selected for in-depth qualitative study, identifying cases where groups of students experienced changes in their needs, identity, and beliefs. In this qualitative case-centered phase, the following questions will be explored: (1) What is the nature of the mentor-student interaction? (2) What aspects of the intervention do students feel are most relevant to them? (3) How did the implementation of the intervention differ from the anticipated intervention? The results of the study will help improve the infrastructure for, and better support the interactions between, mathematicians of color, students of color and their mathematics teachers; the outcomes will also shed light on how students experience their interactions.