权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Communicating Mathematically Across Student Differences in the Work of Teaching

在教学工作中以数学方式交流学生的差异

基本信息

批准号：
1760788
负责人：
Deborah Ball
金额：
$ 245.74万
依托单位：
Regents of the University of Michigan - Ann Arbor
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-15 至 2024-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1760788&HistoricalAwards=false
关键词：
Communicating Mathematically Across Student Differences

项目摘要

The fundamental demand of teaching is to see, hear, interpret, and extend students' current ideas and understanding. Students differ from their teachers--in age and gender identity, as well as racial identity, language, social class, and experience. These differences compound the complexity of communicating because implicit racial and gender biases affect teachers' orientations to seeing students' capabilities. This project will focus on (1) understanding what it is involved in communicating mathematically with students who represent and come from a range of different communities in the work of teaching and, based on this, (2) supporting teachers to do this work skillfully. This project seeks to understand and support the work of communicating mathematically across difference in ways that disrupt the marginalization of students underrepresented in mathematics. In the first phase of the project, the project will study teaching, with an eye to identifying the interactive mathematical work of teaching across difference. The second phase will involve designing and enacting specific interventions, based on progress in the first phase, to help practicing teachers shift from predominant patterns of overlooking or misinterpreting underrepresented students to focusing on students' strengths and developing fluency and attunement in hearing and talking across difference. Teaching has profound potential to support or impede students' opportunities to learn, as well as to develop their sense of themselves as capable mathematical thinkers and their interest in and persistence with mathematics in and outside of school. Teaching can broaden how mathematics is represented in school and can directly include rather than marginalize students. Project results will help focus teacher education development on these crucial skills, potentially increasing diverse participation in STEM education in profound and far reaching ways. This project is supported by the EHR Core Research Program, which supports fundamental research in STEM learning and learning environments, broadening participation in STEM, and STEM workforce development. This project seeks to identify how a special kind of mathematical fluency in action might contribute to improving both theory and practice with respect to the mathematical work of teaching across difference. The project team will analyze videotaped lessons grades 4-8 in a sample of classrooms with significant racial and linguistic diversity. The focus will be on listening to, interpreting, talking with, and responding to students to identify patterns in the demands of such interactive mathematical work. Analysis will focus on characterizing what mathematical fluency and attunement to students might mean and entail in practice. In addition, we will observe and document fifth grade and other mathematics instruction, similarly focusing on communicative work across difference. For the additional data collection, the project will interview samples of students in classrooms to learn how they are experiencing and interpreting their teachers' mathematical communication and interactions. The project will offer specific opportunities for teachers to extend their ability to do this interactive mathematical work and will develop and use tools for tracking their evolving mathematical fluency and attunement.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

教学的根本要求是看、听、解释和延伸学生当前的想法和理解。学生与老师的不同之处在于年龄和性别认同，以及种族认同、语言、社会阶层和经历。这些差异加剧了沟通的复杂性，因为隐性的种族和性别偏见影响了教师对学生能力的看法。该项目将侧重于 (1) 了解在教学工作中与代表并来自不同社区的学生进行数学交流涉及什么，并在此基础上 (2) 支持教师熟练地完成这项工作。该项目旨在理解和支持跨差异的数学交流工作，以打破数学领域代表性不足的学生的边缘化。在该项目的第一阶段，该项目将研究教学，着眼于确定跨差异教学的交互式数学工作。第二阶段将包括在第一阶段进展的基础上设计和实施具体干预措施，以帮助执业教师从忽视或误解代表性不足的学生的主要模式转变为关注学生的优势，并培养跨差异听和说的流畅性和协调性。教学具有巨大的潜力，可以支持或阻碍学生的学习机会，并培养他们作为有能力的数学思想家的自我意识以及他们对学校内外数学的兴趣和坚持。教学可以拓宽数学在学校的表现形式，并可以直接包容而不是边缘化学生。项目结果将有助于将教师教育发展重点放在这些关键技能上，从而有可能以深刻而深远的方式增加 STEM 教育的多元化参与。该项目得到 EHR 核心研究计划的支持，该计划支持 STEM 学习和学习环境的基础研究、扩大 STEM 的参与以及 STEM 劳动力发展。该项目旨在确定一种特殊的数学流畅性如何有助于改善跨差异数学教学工作的理论和实践。项目团队将在具有显着种族和语言多样性的教室样本中分析 4-8 年级的录像课程。重点将放在倾听、解释、与学生交谈和回应学生上，以识别此类交互式数学工作的需求模式。分析将侧重于描述数学流畅性和对学生的协调在实践中可能意味着什么和需要什么。此外，我们将观察并记录五年级和其他数学教学，同样关注跨差异的交流工作。为了收集额外的数据，该项目将采访课堂上的学生样本，以了解他们如何体验和解释老师的数学交流和互动。该项目将为教师提供特殊的机会，以扩展他们进行这种交互式数学工作的能力，并将开发和使用工具来跟踪他们不断发展的数学流畅性和协调性。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

期刊论文数量（9）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Blackgirl face: racialized and gendered performativity in mathematical contexts

黑人女孩的脸：数学背景下的种族化和性别化表现

DOI：
10.1007/s11858-019-01051-x
发表时间：
2019
期刊：
ZDM
影响因子：
0
作者：
Gholson, Maisie L.;Martin, Danny B.
通讯作者：
Martin, Danny B.

Equity, Access, and Justice in Mathematics Education Research: A Personal-professional Journey of Perspective

数学教育研究中的公平、机会和公正：个人专业视角之旅

DOI：
发表时间：
2021
期刊：
Proceedings of the Eighth Conference on Research in Mathematics Education in Ireland (MEI 8
影响因子：
0
作者：
Hoover, M.
通讯作者：
Hoover, M.

Teacher educators’ understanding of mathematical knowledge for teaching

教师教育工作者对教学数学知识的理解

DOI：
发表时间：
2019
期刊：
Eleventh Congress of the European Society for Research in Mathematics Education
影响因子：
0
作者：
Dahlgren, M.;Mosvold, R.;Hoover, M.
通讯作者：
Hoover, M.

Restoring Mathematics Identities of Black Learners: A Curricular Approach