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

研究启动奖为历史上黑人学院和大学的初级和中级职业教师提供支持，他们正在建立新的研究项目或重新定向和重建现有的研究项目。预计该奖项将有助于进一步提高教师的研究能力和效率，改善家庭机构的研究和教学，并使本科生参与研究经验。授予北卡罗来纳州农业技术州立大学的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进入和不断发展的数学身份和非裔美国人的小学教师的数学教学的愿景，因为他们从事数学和数学教育课程通知和共同设计的本科小学教育学生和研究助理。 该项目是该机构数学和数学教育部门之间的合作努力。该项目的主要目标是在本科数学导向的空间中进行一系列研究，使用定性纵向访谈研究和混合方法研究，结合学生在数学和数学教育方面的成绩的纵向措施。该研究小组将制定一个框架，为非裔美国人的小学教师进入和发展数学身份和数学教学和设计原则的愿景的轨迹，以指导数学和数学教育课程的发展，参加这些轨迹。贡献包括相关的理论和概念工具的发展，非洲裔美国人的业余教师，可能会提高数学教育界的努力，既多样化的教学队伍和促进实践，教学法，认识论，满足非洲裔美国学生的需求。此外，本研究的影响旨在通过提供一套精心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提供信息和塑造，以支持当地适应数学和数学教育课程的资源，“让黑人学习者在他们的人性和辉煌中蓬勃发展”。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。

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.