Determining the Characteristics of Equitable Mathematics Programs

确定公平数学项目的特征

• 批准号: 1934054
• 负责人: David Webb
• 金额: $ 30万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-03-15 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1934054&HistoricalAwards=false
• 关键词: Determining; Characteristics; Equitable; Mathematics; Programs

This project aims to understand how to develop equitable mathematics courses in which all students can develop a sense of belonging in mathematics and identify as a person who can do mathematics. Many college mathematics courses now use active learning and inquiry-based learning approaches. However, some students in these courses do not perceive their experiences in positive ways. For example, evidence suggests that many women and students of color find their experience in such courses to be marginalizing. They may consider the course to be less positive and less inclusive than their white male peers. To understand this difference, the project will identify four university mathematics departments within which instructional change efforts have improved the experiences and persistence of students who are members of groups that are underrepresented in the mathematics fields. The project will examine what is happening in these departments, a process that will include an in-depth look at one successful instructor in each department. Results of this research have the potential to provide important new knowledge about how to deliver equitable undergraduate mathematics instruction. Using a case study approach, the project will study structures and community characteristics in four departments, which will include the University of Maryland and the University of Texas Rio Grande Valley. The project will identify characteristics of these departments to capture the context in which meaningful change is taking place. The project will also identify conditions and experiences that support students to persist in mathematics because of, not in spite of, their experiences in these mathematics communities. Instructors' beliefs and instructional practices that support equitable mathematics instruction will be investigated through interviews and observations. Results from this two-year study will be disseminated widely at national meetings that emphasize undergraduate mathematics education and in peer-reviewed scholarly publications. This project is supported by the NSF Improving Undergraduate STEM Education Program: Education and Human Resources, which supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在了解如何开发公平的数学课程，使所有学生都能培养数学归属感，并确定自己是一个会做数学的人。 许多大学数学课程现在使用主动学习和基于探究的学习方法。 然而，这些课程中的一些学生并没有以积极的方式看待他们的经历。 例如，有证据表明，许多妇女和有色人种学生发现她们在这类课程中的经历被边缘化。 他们可能认为这门课程不像他们的白色男性同龄人那么积极，包容性也较差。 为了理解这种差异，该项目将确定四个大学数学系，在这些系中，教学改革的努力提高了数学领域代表性不足的学生的经验和持久性。该项目将研究这些部门正在发生的事情，这一过程将包括深入研究每个部门的一位成功讲师。 这项研究的结果有可能提供重要的新知识，如何提供公平的本科数学教学。该项目将采用个案研究方法，研究四个系的结构和社区特征，其中包括马里兰州大学和得克萨斯州格兰德河谷大学。该项目将查明这些部门的特点，以了解正在发生有意义变化的背景。该项目还将确定支持学生坚持数学的条件和经验，因为，而不是尽管，他们在这些数学社区的经验。教师的信念和教学实践，支持公平的数学教学将通过访谈和观察进行调查。这项为期两年的研究结果将在强调本科数学教育的国家会议和同行评议的学术出版物上广泛传播。该项目得到了NSF改善本科STEM教育计划：教育和人力资源的支持，该计划支持研究和开发项目，以提高所有学生STEM教育的有效性。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。