Collaborative Research: Parents, Teachers, and Multilingual Children Collaborating on Mathematics Together

学生的家庭和家庭环境与正规学校教育活动之间的联系对于支持有意义的学习和家庭参与正规学校教育至关重要。更好地理解和利用这些联系的必要性对于多语言学习者特别重要，因为他们的家庭和文化背景可能与学校环境及其教师自身的经历有很大不同。该项目的目标是发展和研究一种数学伙伴关系，使多语言儿童，他们的老师和他们的父母一起参与数学体验。 这些数学体验旨在促进多语种学生数学教育的公平性。 该项目将为家长、教师和学生设计专业学习机会，并研究专业学习机会如何影响教师信念、教学质量、家长信念以及教师和家长对定位的理解。该项目采用基于设计的实施研究（DBIR）方法，沿着社会设计实验的原则，进行迭代探究循环，以开发实施并完善模型。 三个州（亚利桑那州，马里兰州和密苏里州）的家长，教师和学生将被招募，代表不同的人口，无论是在人口统计学方面，并与周围的多语言学习者的政策背景。家长教师研习小组分为两组，一组由六名家长及教师组成，另一组则由二十名家长及其子女的教师组成。在每次迭代中，将在多个时间点收集数据，这些时间点与教师对多语言学生有效数学教学的信念有关;语言多样化学生的数学教学质量;与家长和学生的焦点小组访谈，以及教师和家长在学习小组会议期间与学生一起做数学的视频记录。数据分析将结合定量和定性方法。 定量方法包括t检验、多变量和相关分析，以考察教师信念、教学质量以及两者之间关系的变化。 使用主题编码和话语分析的定性分析将用于分析研究小组会议和与多语言学习者的家长和教师定位相关的结果。发现研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具。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。

The connections between students' home and family contexts and the activities of formal schooling are critical to support meaningful learning and family engagement in formal schooling. The need to better understand and make use of those connections is particularly important for multilingual learners whose family and cultural contexts may differ significantly from school contexts and their teachers' own experiences. The goal of this project is to develop and study a mathematics partnership that engages multilingual children, their teachers, and their parents in mathematical experiences together. These mathematical experiences are designed to advance equity in mathematics education for multilingual students. The project will design professional learning opportunities for parents, teachers, and students, and study the ways in which the professional learning opportunities influence teacher beliefs, quality of instruction, parent beliefs, and teacher and parent understanding of positioning.This project uses a design-based implementation research (DBIR) approach, along with principles of Social Design Experiments to engage in iterative cycles of inquiry to develop, implement, and refine the model. Parents, teachers, and students in three states (Arizona, Maryland, and Missouri) will be recruited that represent diverse populations both with respect to demographics and with respect to the policy contexts surrounding multilingual learners. Two cohorts of parents will be invited to participate in the parent-teacher study group, one consisting of 6 parents and teachers per site and one consisting of 20 parents and their children’s teachers per site. In each iteration, data will be collected at multiple time points related to teachers’ beliefs about effective math instruction for multilingual students; quality of mathematics instruction for linguistically diverse students; focus group interviews with parents and students, and video records of teachers and parents working with their students doing mathematics during study group convenings. Data analysis will blend quantitative and qualitative methods. Quantitative methods will include t-tests, multivariate, and correlational analyses to examine changes in teacher beliefs, instructional quality, and the relationships between the two. Qualitative analyses using thematic coding and discourse analysis will be used to analyze study group meetings and outcomes related to parent and teacher positioning of multilingual learners.The Discovery Research preK-12 program (DRK-12) 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.