Research Initiation Award: De/Reconstructing African-American Preservice Teachers' Mathematics Identities and Visions of Mathematics Teaching for Equity

研究启动奖为传统黑人学院和大学的初级和中期职业教师提供支持，他们正在建立新的研究项目或重新指导和重建现有的研究项目。期望该奖项有助于提高教师的研究能力和效率，改善所在机构的研究和教学，并使本科生参与研究经验。北卡罗来纳农业技术州立大学获得的这一奖项在许多领域具有潜在的更广泛的影响。该项目的目标是研究非裔美国职前小学教师在参与数学和数学教育课程时进入和发展的数学身份和数学教学的愿景，这些课程是由本科初等教育学生和研究助理告知并共同设计的。该项目是该机构数学系和数学教育系之间的合作成果。该项目的主要目标是在以本科数学为导向的空间进行一系列研究，使用定性纵向访谈研究和混合方法研究，结合学生数学成绩和数学教育的纵向测量。研究小组将为非裔美国职前小学教师进入和发展数学身份和数学教学愿景的轨迹和设计原则开发一个框架，以指导数学和数学教育课程的发展，这些课程将关注这些轨迹。贡献包括与非裔美国职前教师相关的理论和概念工具的发展，这些工具可能会改善数学教育界的努力，使教师队伍多样化，并促进满足非裔美国学生需求的实践、教学法和认识论。此外，本研究的影响旨在通过提供一套经验支持的设计原则和一般性建议，为K-16数学和数学教育课程的实践和教学法提供信息和塑造，以支持数学和数学教育课程资源的局部适应，“允许黑人学习者在他们的人性和才华中蓬勃发展”（Martin, 2018）。该奖项反映了美国国家科学基金会的法定使命，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。

Research Initiation Awards provide support for junior and mid-career faculty at Historically Black Colleges and Universities who are building new research programs or redirecting and rebuilding existing research programs. It is expected that the award helps to further the faculty member's research capability and effectiveness, improves research and teaching at the home institution, and involves undergraduate students in research experiences. The award to North Carolina Agricultural & Technical State University has potential broader impacts in a number of areas. The goal of this project is to examine the entering and evolving mathematics identities and visions of mathematics teaching of African American preservice elementary teachers as they engage in mathematics and mathematics education coursework informed by and co-designed with undergraduate elementary education students and research assistants. The project is a collaborative effort between the mathematics and the mathematics education departments at the institution.The primary goal of the project is to conduct a set of research studies in undergraduate mathematics-oriented spaces using qualitative longitudinal interview studies and mixed-methods studies incorporating longitudinal measures of student achievement in mathematics and mathematics education. The research team will develop a framework for trajectories of African American preservice elementary teachers entering and evolving mathematics identities and visions of mathematics teaching and design principles to guide the development of mathematics and mathematics education courses that attend to these trajectories. Contributions include the development of theoretical and conceptual tools related to African American preservice teachers that might improve the mathematics education communities’ efforts to both diversify the teaching workforce and promote practices, pedagogies, and epistemologies that meet the needs of African American students. Moreover, impacts of this study aim to inform and shape the practices and pedagogies of K-16 mathematics and mathematics education courses by offering an empirically-supported set of design principles and generalized recommendations to support local adaptations of resources for mathematics and mathematics education coursework that “allows Black learners to flourish in their humanity and brilliance” (Martin, 2018).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.