CAREER: Understanding Latinx Students' Stories of Doing and Learning Mathematics

职业：了解拉丁裔学生做和学习数学的故事

• 批准号: 2036549
• 负责人: Carlos Gómez Marchant
• 金额: $ 85.12万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2036549&HistoricalAwards=false
• 关键词: CAREER; Understanding; Latinx; Students; Stories

Although the Latino population throughout the United States continues to increase, various researchers have shown that Latino students are often not afforded high quality learning experiences in their mathematics classrooms. As a result, Latino students are underrepresented in higher level mathematics courses and careers involving mathematics. Having a better understanding of Latino students' perspectives and experiences is imperative to improving their opportunities to learn mathematics. Yet, little research has made central Latinos students' perspectives of learning and doing mathematics, especially over a critical period of time like the transition from elementary to middle school. The goal of this study will be to improve mathematics teaching and learning for Latino youth as they move from upper elementary to early middle school mathematics classrooms. The project involves three major parts: investigating the policy, media, and oral histories of Latino families/communities to understand the context for participating Latino students’ mathematics education; exploring Latino students’ stories about their experiences learning and doing mathematics to understand these students’ perspectives; and creating documentary video portraitures (or composite cases) of participants stories about learning and doing mathematics that can be used in teacher preparation and professional development. Finally, the project will look across the experiences over the duration of the project to develop a framework that can be used to improve Latino students’ mathematics education experiences. This project will provide a window into how Latino students may experience inequities and can broaden mathematics educators’ views on opportunities to engage Latino students in rigorous mathematics. The project will also broaden the field’s understanding of how Latino students racial/ethnic and linguistic identities influence their experiences learning mathematics. It will also identify key factors that impact Latino students’ experiences in learning mathematics to pinpoint specific areas where interventions and programs need to be designed and implemented. An underlying assumption of the project is that carefully capturing and understanding Latino students’ stories can illuminate the strengths and resilience these students bring to their learning and doing of mathematics. This is a Faculty Early Career Development Program project responsive to a National Science Foundation-wide activity that offers the most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education. It was submitted to the Discovery Research K-12 program, which seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics by preK-12 students and teachers through research and development of innovative resources, models, and tools. This research project characterizes and analyses the developing mathematical identities of Latinx students transitioning from elementary to middle grades mathematics. The overarching research question for this study is: What are the developing stories of learning and doing mathematics of Latino students as they transition from elementary to middle school mathematics? To answer this question, this study is divided into three phases: 1) Understanding and documenting the historical context by examining policy documents, local newspaper articles, and doing focus group interviews with community members; 2) Using ethnographic methods over two years to explore students’ stories of learning and doing mathematics and clinical interviews to understand how they think about and construct arguments about mathematics (i.e., measurement, division, and algebraic patterning); and 3) Creating video-cases that can be used in teacher education. Traditional ways of teaching mathematics perpetuate images of who can and cannot do mathematics by not acknowledging contributions of other cultures to the mathematical sciences (Gutiérrez, 2017) and the way mathematics has become a gatekeeper for social mobility (Martin, Gholson, & Leonard, 2010; Stinson, 2004). Focusing on Latino students’ stories can illuminate teachers’ construction of equitable learning spaces and how they define success for their Latino students. The central hypothesis of this project is that elementary Latino students’ stories can identify how race and language are influential to their mathematical identities and how school and classroom practices may perpetuate inequities. Finally, the data and video-cases will then be used to develop a conceptual framework for understanding the development of the participating students’ developing mathematical identities. This framework will provide an in-depth understanding of the developing racial/ethnic, linguistic, and mathematical identities of the participating Latino students. The educational material developed (e.g. video documentaries, discussion material) from this project will be made available to all interested parties freely through the project website. The distribution of these materials, along with further understanding of Latino students' experiences learning mathematics, will help in developing programs and interventions at the elementary and middle grade level to increase the representation of Latino students in STEM careers. Additionally, identifying the key factors impacting Latino students' experiences in learning mathematics can pinpoint specific areas where interventions and programs still need to be designed and implemented. Future projects could include the assessment of these programs. This project will also inform the development of professional learning experiences for prospective and practicing teachers working with Latino or other marginalized students.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.

尽管美国各地的拉丁裔人口持续增加，但各种研究人员表明，拉丁裔学生在数学课堂上往往无法获得高质量的学习体验。因此，拉丁裔学生在高级数学课程和涉及数学的职业中所占比例不足。更好地了解拉丁裔学生的观点和经历对于增加他们学习数学的机会至关重要。 然而，很少有研究了解拉丁美洲中部学生对学习和做数学的看法，特别是在从小学到中学的过渡等关键时期。这项研究的目标是改善拉丁裔青少年从小学高年级到初中数学课堂的数学教学和学习。该项目包括三个主要部分：调查拉丁裔家庭/社区的政策、媒体和口述历史，以了解参与拉丁裔学生数学教育的背景；探索拉丁裔学生关于他们学习和做数学的经历的故事，以了解这些学生的观点；制作参与者关于学习和做数学的故事的纪实视频肖像（或复合案例），可用于教师准备和专业发展。最后，该项目将回顾项目期间的经验，以开发一个可用于改善拉丁裔学生的数学教育经验的框架。该项目将为了解拉丁裔学生如何经历不平等提供一个窗口，并可以拓宽数学教育者对让拉丁裔学生参与严格数学的机会的看法。该项目还将扩大该领域对拉丁裔学生的种族/民族和语言身份如何影响他们学习数学的经历的理解。它还将确定影响拉丁裔学生数学学习经历的关键因素，以查明需要设计和实施干预措施和计划的具体领域。该项目的一个基本假设是，仔细捕捉和理解拉丁裔学生的故事可以阐明这些学生在数学学习和做事中所带来的优势和适应力。这是一个教师早期职业发展计划项目，响应国家科学基金会范围内的活动，提供最负盛名的奖项，以支持有潜力成为研究和教育学术榜样的早期职业教师。它已提交给 Discovery Research K-12 计划，该计划旨在通过创新资源、模型和工具的研究和开发，显着增强 PreK-12 学生和教师对科学、技术、工程和数学的学习和教学。该研究项目描述并分析了拉丁裔学生从小学数学过渡到中学数学的数学身份的发展。本研究的首要研究问题是：拉丁裔学生从小学数学过渡到中学数学时，学习和做数学的发展故事是什么？为了回答这个问题，本研究分为三个阶段：1）通过审查政策文件、当地报纸文章以及对社区成员进行焦点小组访谈来了解和记录历史背景； 2）使用两年多的人种学方法来探索学生学习和做数学的故事以及临床访谈，以了解他们如何思考和构建数学论证（即测量、除法和代数模式）； 3) 创建可用于教师教育的视频案例。传统的数学教学方式通过不承认其他文化对数学科学的贡献（Gutiérrez，2017）以及数学已成为社会流动性的守门人（Martin，Gholson，＆Leonard，2010；Stinson，2004）来延续谁可以和不能做数学的形象。关注拉丁裔学生的故事可以阐明教师如何构建公平的学习空间以及他们如何定义拉丁裔学生的成功。该项目的中心假设是，拉丁裔小学生的故事可以确定种族和语言如何影响他们的数学身份，以及学校和课堂实践如何可能使不平等现象长期存在。最后，数据和视频案例将用于开发一个概念框架，以理解参与学生数学身份的发展。该框架将深入了解参与的拉丁裔学生正在发展的种族/民族、语言和数学身份。该项目开发的教育材料（例如视频纪录片、讨论材料）将通过项目网站免费提供给所有感兴趣的各方。这些材料的分发，以及对拉丁裔学生学习数学经历的进一步了解，将有助于制定小学和初中水平的计划和干预措施，以增加拉丁裔学生在 STEM 职业中的代表性。此外，确定影响拉丁裔学生数学学习经历的关键因素可以查明仍需要设计和实施干预措施和计划的特定领域。未来的项目可能包括对这些计划的评估。该项目还将为与拉丁裔或其他边缘化学生一起工作的未来和实践教师提供专业学习经验的发展。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。

项目成果

PARENTS AS FACILITATORS: UTILIZATION OF BILINGUAL LANGUAGING PRACTICES DURING MATHEMATICAL PROBLEM SOLVING

家长作为促进者：在解决数学问题时利用双语实践

• 发表时间: 2022
• 期刊: Proceedings of the 49th Annual Meeting of the Research Council on Mathematics Learning
• 作者: Sánchez Gutiérrez, G.;Jones, S. R.;Johnson, A. R.;Méndez Pérez, K.;Burgess, C. F.;Aguilar, A.;Gómez Marchant, C. N.
• 通讯作者: Gómez Marchant, C. N.

"Simply a matter of numbers": Public Commentators' Construction of a Mathematical Model of Equality Perpetuating the Myth of Mathematic as Objective and Neutral

“简单的数字问题”：公众评论家构建的平等数学模型延续了数学客观中立的神话

• 发表时间: 2023
• 期刊: Electronic journal for research in science mathematics education
• 作者: Gómez Marchant, C. N.;Aguilar, A. R.;Gargroetzi, E. C.
• 通讯作者: Gargroetzi, E. C.