Youth-Directed Math Collaboratories and Mathematical Identity: African American Youth as Co-Learners, Co-Educators and Co-Researchers

青年导向的数学合作机构和数学身份：非裔美国青年作为共同学习者、共同教育者和共同研究人员

• 批准号: 2115730
• 负责人: Jay Gillen
• 金额: $ 299.79万
• 依托单位: Young People's Project, Inc.
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2115730&HistoricalAwards=false
• 关键词: Youth; Directed; Math; Collaboratories; Mathematical

Many Black youth in both urban and rural areas lack engaging opportunities to learn mathematics in a manner that leads to full participation in STEM. The Young People’s Project (YPP), the Baltimore Algebra Project (BAP), and the Education for Liberation Network (EdLib) each have over two decades of experience working on this issue. In the city of Baltimore, where 90% of youth in poverty are Black, and only 5% of these students meet or exceed expectations in math, BAP, a youth led organization, develops and employs high school and college age youth to provide after-school tutoring in Algebra 1, and to advocate for a more just education for themselves and their peers. YPP works in urban or rural low income communities that span the country developing Math Literacy Worker programs that employ young people ages 14-22 to create spaces to help their younger peers learn math. Building on these deep and rich experiences, this Innovations in Development project studies how Black students see themselves as mathematicians in the context of paid peer-to-peer math teaching--a combined social, pedagogical, and economic strategy. Focusing primarily in Baltimore, the project studies how young people grow into new self-definitions through their work in informal, student-determined math learning spaces, structured collaboratively with adults who are experts in both mathematics and youth development. The project seeks to demonstrate the benefits of investing in young people as learners, teachers, and educational collaborators as part of a core strategy to improve math learning outcomes for all students. The project uses a mixed methods approach to describe how mathematical identity develops over time in young people employed in a Youth-Directed Mathematics Collaboratory. 60 high school aged students with varying mathematical backgrounds (first in Baltimore and later in Boston) will learn how to develop peer- and near-peer led math activities with local young people in informal settings, after-school programs, camps, and community centers, reaching approximately 600 youth/children. The high school aged youth employed in this project will develop their own math skills and their own pedagogical skills through the already existing YPP and BAP structures, made up largely of peers and near-peers just like themselves. They will also participate in on-going conversations within the Collaboratory and with the community about the cultural significance of doing mathematics, which for YPP and BAP is a part of the ongoing Civil Rights/Human Rights movement. Mathematical identity will be studied along four dimensions: (a) students’ sequencing and interpretation of past mathematical experiences (autobiographical identity); (b) other people’s talk to them and their talk about themselves as learners, doers, and teachers of mathematics (discoursal identity); (c) the development of their own voices in descriptions and uses of mathematical knowledge and ideas (authorial identity); and (d) their acceptance or rejection of available selfhoods (socio-culturally available identity). Intended outcomes from the project include a clear description of how mathematical identity develops in paid peer-teaching contexts, and growing recognition from both local communities and policy-makers that young people have a key role to play, not only as learners, but also as teachers and as co-researchers of mathematics education. This Innovations in Development project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to (a) advance new approaches to and evidence-based understanding of the design and development of STEM learning in informal environments; (b) provide multiple pathways for broadening access to and engagement in STEM learning experiences; (c) advance innovative research on and assessment of STEM learning in informal environments; and (d) engage the public of all ages in learning STEM in informal environments.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.

城市和农村地区的许多黑人青年缺乏参与机会，无法以充分参与STEM的方式学习数学。青年人项目、巴尔的摩代数项目和解放教育网络都有20多年处理这一问题的经验。在巴尔的摩市，90%的贫困青年是黑人，这些学生中只有5%达到或超过数学期望，BAP，一个青年领导的组织，开发和雇用高中和大学年龄的青年提供代数1课后辅导，并倡导为自己和同龄人提供更公正的教育。YPP在全国各地的城市或农村低收入社区开展工作，开发数学扫盲工作者项目，雇用14-22岁的年轻人创造空间，帮助他们的年轻同龄人学习数学。在这些深刻而丰富的经验的基础上，这个发展中的创新项目研究黑人学生如何在有偿点对点数学教学的背景下将自己视为数学家-这是一个结合了社会，教学，经济战略。该项目主要集中在巴尔的摩，研究年轻人如何通过他们在非正式的、学生决定的数学学习空间中的工作成长为新的自我定义，这些空间是与数学和青年发展方面的专家合作构建的。该项目旨在证明投资于年轻人作为学习者，教师和教育合作者的好处，作为改善所有学生数学学习成果的核心战略的一部分。该项目使用混合方法的方法来描述如何随着时间的推移，在青年指导数学合作实验室雇用的年轻人的数学身份的发展。60名具有不同数学背景的高中生（首先在巴尔的摩，后来在波士顿）将学习如何与当地年轻人在非正式环境，课后计划，营地和社区中心开展同伴和近同伴领导的数学活动，达到约600名青年/儿童。在这个项目中雇用的高中适龄青年将通过现有的YPP和BAP结构发展自己的数学技能和教学技能，这些结构主要由像他们一样的同龄人和近同龄人组成。他们还将参与合作实验室内正在进行的对话，并与社区讨论数学的文化意义，这对于YPP和BAP来说是正在进行的民权/人权运动的一部分。数学同一性将从沿着四个维度进行研究：（a）学生对过去数学经验的排序和解释（自传体身份）;（B）其他人对他们的谈话以及他们关于自己作为数学学习者、实践者和教师的谈话（话语身份）;（c）在描述和使用数学知识和思想时发展自己的声音（作者身份）;（d）他们接受或拒绝可用的自我（社会文化上可用的身份）。该项目的预期成果包括清楚地描述数学身份如何在付费同伴教学环境中发展，以及当地社区和政策制定者日益认识到年轻人不仅作为学习者，而且作为教师和数学教育的共同研究者，可以发挥关键作用。该创新发展项目由推进非正式STEM学习（AISL）计划资助，该计划旨在（a）推进非正式环境中STEM学习的设计和发展的新方法和基于证据的理解;（B）提供多种途径，以扩大STEM学习经验的获取和参与;（c）推进非正式环境中STEM学习的创新研究和评估;（d）促进非正式环境中STEM学习的创新研究。以及（d）让所有年龄段的公众在非正式环境中学习STEM。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。