Storytelling for Mathematics Learning and Engagement

美国的数学教育长期以来一直受到该项目试图解决的三个关键问题的挑战：(A)将数学作为一门学科的狭隘概念；(B)在公众想象、媒体和学校中缺乏种族/民族多样化的数学榜样；(C)缺乏教学资源，以培养学生跨种族和性别群体对数学的早期兴趣和参与。要让教师和学生接触到各种图像和不同的数学模型，一个有希望的方法是包括不同的人讲述他们对数学的所作所为和了解的故事的图像。尽管讲故事是人类活动的一个自然部分，在其他小学课程中也被广泛使用，比如社会研究和语言艺术，但在小学数学中却很少见。作为这个为期三年的项目的一部分，项目团队将收集和策划不同数学家的数字故事，分享他们在学校内外的学习故事。这些短视频将成为一个更广泛的数学故事数字数据库的一部分，该数据库将与K-8数学主题保持一致，然后将开发供教师使用的材料。在这项工作中，项目组将探索在K-8教师和学生的数学学习和参与中使用数学故事。这个项目响应了人们对改善公平和获得丰富、严格的数学的呼声：有助于理解更公平的K-12教学方法；通过响应文化和包容性的教学实践，打破数学(以及更广泛的STEM)中的种族不平等；并加强教师的教学实践。这项工作的第一阶段将涉及收集和策划一组由数学家讲述的数字故事。然后，通过设计和试验两个周期，项目团队将与参与的教师和学生合作，最终完成视频和相关教学材料的设计。将有目的地选择试点教师样本，以考虑到地区、学校人口和教师经验水平的多样性。研究小组还将设计适合年级水平的研究工具，收集调查问卷，并进行访谈，以调查教师和学生的数学观，他们对数学中谁属于谁的概念，以及教师本身使用讲故事材料的教学实践。他们的分析将借鉴定量和定性的研究方法。例如，他们将使用叙事探究来检查教师和学生使用视频的经历。利用研究结果，该项目将提供与这些视频相关的教师教学剧目样本，并演示如何将讲故事作为一种有效的数学教与学机制。该项目的产品将包括一个数字数据库和辅助教学材料，供教师、学校领导和专业开发人员使用。这项研究的传播将有助于建立数学教育模式，有助于加深教师和学生对数学的理解，同时使各种背景的学生，特别是服务不足的学生，能够激活和追求他们对数学的兴趣。发现研究预科-12项目(DRK-12)旨在通过研究和开发创新资源、模型和工具，显著提高预科-12学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和经验上的证明。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

Mathematics education in the United States has long been challenged by three key issues this project seeks to address: (a) narrow conceptions of mathematics as a discipline (b) the lack of racially/ethnically diverse role models for mathematics in terms of representation in the public imagination, media, and schools; and (c) a paucity of resources for instruction to harness students’ early interest and engagement in mathematics across racial and gender groups. One promising way to expose teachers and students to a variety of images and diversity of models of mathematics is to include images of diverse people telling their stories about their doing and knowing of mathematics. Although storytelling is a natural part of human activity and is used extensively in other elementary school subjects like social studies and language arts, it is not usually found in elementary mathematics. As part of this three-year project, the project team will collect and curate digital stories of diverse mathematicians sharing stories of their learning within and beyond schools. These short videos will become part of a more extensive digital database of mathematics stories that will be aligned with K-8 mathematics topics and then materials will be developed for teachers to use. Throughout this work, the project team will explore the use of mathematics storytelling on K-8 teacher and student mathematics learning and engagement.This project responds to calls for improved equity and access to rich, rigorous math: to contribute to understanding a more equitable K-12 pedagogy; to disrupt racial inequities in math (and STEM, more broadly) through culturally responsive and inclusive instructional practice; and to enhance teachers’ instructional practice. The first phase of the work will involve collecting and curating a set of digital stories told by mathematicians. Then, through two cycles of design and piloting, the project team will work with participating teachers and students to finalize the design of the videos and associated instructional materials. A sample of pilot teachers will be purposefully selected to account for diversity in region, school population, and experience level of teachers. The research team will also design grade-level appropriate research instruments, collect surveys, and conduct interviews to investigate both teachers’ and students’ conceptions of mathematics, their conceptions of who ‘belongs’ in mathematics, and teachers’ instructional practice with the storytelling materials themselves. Their analysis will draw on quantitative and qualitative research methods. For example, they will use narrative inquiry to examine teachers’ and students’ experiences with the videos. Using the research findings, the project will make available samples of teachers’ pedagogical repertoires related to these videos and demonstrate how storytelling can be used as an effective mechanism for mathematics teaching and learning. Products from this project will include a digital database and supporting instructional materials for teachers, school leaders, and professional developers to use. The dissemination of this research will contribute to building models for mathematics education that serve to deepen understanding of mathematics of teachers and students, as well as simultaneously empowering students of all backgrounds, but especially underserved students, to activate and pursue their interests in mathematics.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.