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

在此NSF包括设计和开发启动试点的机构“建立在优势上”建议建立和试点的基础设施，归纳过程，和早期实施的颜色网络的数学家附属机构。这个网络将由来自学术界和产业界的颜色数学家组成，他们希望在颜色学生和他们的老师身上投入时间，分享他们的专业知识，并向他们学习。建立在优势之上的课程将利用基本需求认知理论来支持这些互动，并将狭隘地关注访问数学家、学生和合作教师之间的短期和适度合作(从一个月到一个学期)，这将涉及三种特定类型的互动：一起做数学作为一种思维习惯练习，谈论数学学科和有色人种数学家在该学科中的经验，以及建立关系的活动。该项目开发的基础设施将包括招聘、选拔和入职系统、将附属数学家与教室配对的程序以及协作的支助结构。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人工制品。虽然建立优势将在次要背景下试行这一计划，但一旦建立了可行的模型，将有可能扩展到K-16以及其他STEM领域。该项目中的研究研究采用探索性顺序混合方法设计，将分两个阶段进行。在这项研究的第一个定量阶段，将解决以下问题：(1)教师与数学家的合作是否与学生对基本人类需求得到满足、数学或种族认同或对数学的信念或谁会做数学的看法的改变有关？(2)教师与数学家的合作是否与成年人对基本需求的角色或成年人对数学的身份或信念的看法的改变有关？在研究的第二个定性阶段，将选择两种类型的互动进行深入的定性研究，确定学生群体在他们的需求、身份和信念方面发生变化的案例。在这个定性的以案例为中心的阶段，将探讨以下问题：(1)师生互动的性质是什么？(2)学生觉得干预的哪些方面与他们最相关？(3)干预的实施与预期的干预有何不同？这项研究的结果将有助于改善颜色数学家、颜色学生和他们的数学老师之间的互动基础设施，并更好地支持他们之间的互动；研究结果还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.