CAREER: Black Youth Development and Curricular Supports for Robust Identities in Mathematics

职业：黑人青年的发展和对数学稳健身份的课程支持

• 批准号: 1845841
• 负责人: Maisie Gholson
• 金额: $ 99.53万
• 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: 2019
• 资助国家: 美国
• 起止时间: 2019-05-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1845841&HistoricalAwards=false
• 关键词: CAREER; Black; Youth; Development; Curricular

Student success in mathematics correlates with positive identities, dispositions, and relationships towards the subject. As mathematics education research strives to understand historic inequities in mathematics for Black learners, small-scale research has described the relationships between identity, subjectivity, and positionality in Black learners as it relates to their achievement and interest in mathematics. This study builds on that descriptive work by seeking to describe trajectories that describe the ways in which Black learners develop as particular kinds of mathematical learners. The study takes place in the context of an established, multi-year college bridge program that has as its goals to increase the representation of historically marginalized groups in the university community. Students in the bridge program from three communities in the greater Detroit area with strong academic achievement in mathematics will be recruited. Their experiences in the bridge program will be traced to identify trajectories that describe the development of Black learners relative to mathematics, and document the design features of classroom activities that support learners in moving through those trajectories. At the center of the project is the study of cohorts of students in grades 8-11 as they move through the summer bridge program. The bridge project's current curriculum features a series of lessons focused on identity development related to mathematics. These lessons will be implemented, studied, revised, and redeployed across the duration of the project across the summer sessions. Teacher focus groups and surveys will assess the implementation of the activities and aggregate feedback on the design. Three cohorts of students will be recruited to participate in the broader project activities from three metro areas with distinctly different demographic profiles. Student mathematical efficacy will be assessed for all participating students. Within each of the three metro areas, students will be recruited that represent differing levels of mathematics efficacy to ensure that focus students are likely to experience different trajectories through their engagement with the study. The students will be interviewed three times in each academic year to describe their trajectories. Student achievement data will also be collected for all participating students along with narrative descriptions and autobiographies about the messages students receive about mathematics. These messages include their own internal thinking about how they see themselves as mathematics learners, and messages that are sent to them by other students, teachers, and the community. Products of the study will be case studies that describe trajectories of identity development in Black mathematics learners, and a disseminated curriculum for a mathematics identity-focused bridge program supporting Black learners.This is a Faculty Early Career Development Program (CAREER) proposal awarded under the Discovery Research PreK-12 (DRK-12) program. The Discovery Research PreK-12 (DRK-12) program seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

学生在数学方面的成功与积极的身份，性格和对主题的关系相关。作为数学教育研究努力了解历史上的不平等现象，在数学的黑人学习者，小规模的研究已经描述了身份，主观性和位置性之间的关系，在黑人学习者，因为它涉及到他们的成就和数学的兴趣。本研究建立在描述性工作的基础上，试图描述黑人学习者作为特定类型的数学学习者发展的轨迹。 这项研究是在一个既定的，多年的大学桥梁计划，其目标是增加历史上边缘化群体在大学社区的代表性的背景下进行的。 将招募来自大底特律地区三个社区的桥梁项目学生，他们在数学方面取得了很好的成绩。他们在桥梁计划的经验将被跟踪，以确定轨迹，描述黑人学习者相对于数学的发展，并记录课堂活动的设计特点，支持学习者通过这些轨迹移动。该项目的中心是研究8-11年级的学生，因为他们通过夏桥计划移动。桥梁项目目前的课程包括一系列与数学相关的身份发展课程。 这些经验教训将在整个夏季课程的项目期间得到实施、研究、修订和重新部署。教师焦点小组和调查将评估活动的实施情况，并收集对设计的反馈意见。将招募三批学生参加更广泛的项目活动，他们来自人口结构截然不同的三个大都市地区。 学生数学效能将评估所有参与的学生。在三个大都市区中的每一个区域内，将招募代表不同数学效能水平的学生，以确保重点学生通过参与研究可能会经历不同的轨迹。学生将在每学年接受三次采访，以描述他们的轨迹。还将为所有参与学生收集学生成绩数据，并沿着收集有关学生收到的数学信息的叙述性描述和自传。这些信息包括他们自己的内部思考，他们如何看待自己作为数学学习者，以及其他学生，教师和社区发送给他们的信息。该研究的产品将是描述黑人数学学习者身份发展轨迹的案例研究，以及支持黑人学习者的以数学身份为中心的桥梁计划的传播课程。这是发现研究PreK-12（DRK-12）计划下授予的教师早期职业发展计划（CAREER）提案。探索研究PreK-12（DRK-12）计划旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。