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

研究启动奖为历史悠久的黑人学院和大学的初级和职业生涯中期教师提供支持，这些教师正在建立新的研究计划或重新定向和重建现有的研究计划。预计该奖项有助于进一步提高教师的研究能力和有效性，改善所在机构的研究和教学，并让本科生参与研究经验。授予北卡罗来纳农业与技术州立大学的奖项可能会在许多领域产生更广泛的影响。本项目的目标是考察非裔美国职前小学教师在从事数学和数学教育课程时，在本科生、基础教育学生和研究助理的知情和共同设计的情况下，进入和发展的数学身份和数学教学愿景。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生以数学为导向的空间进行一系列研究性研究，使用定性的纵向访谈研究和结合学生在数学和数学教育方面的纵向测量的混合方法研究。研究小组将为非裔美国学前小学教师进入和发展数学身份和数学教学愿景的轨迹开发一个框架，并设计原则，以指导遵循这些轨迹的数学和数学教育课程的发展。贡献包括开发与非裔美国人职前教师有关的理论和概念工具，这可能会改善数学教育界的努力，既使教师队伍多样化，又促进满足非裔美国学生需求的实践、教学和认识论。此外，这项研究的影响旨在通过提供一套有经验支持的设计原则和一般性建议来支持数学和数学教育课程资源的本地适应，从而为K-16数学和数学教育课程的实践和教学提供信息和塑造(Martin，2018)。该奖项反映了NSF的法定使命，并通过使用基金会的智力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.