Collaborative Research: Adapted Measure of Math Engagement: Modifying a self-report measure of Black and Latina/o middle school students’ math engagement

合作研究:数学参与度的适应性衡量:修改黑人和拉丁裔中学生数学参与度的自我报告衡量标准

基本信息

  • 批准号:
    2200438
  • 负责人:
  • 金额:
    $ 60.09万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Continuing Grant
  • 财政年份:
    2022
  • 资助国家:
    美国
  • 起止时间:
    2022-08-15 至 2022-09-30
  • 项目状态:
    已结题

项目摘要

Mathematics is a critical gatekeeper for access and success in STEM; thus, failing to engage Black and Latina/o students in mathematics classes cascades into limited individual mobility and widened societal inequity. To date, research and measures of Black and Latina/o student engagement are often based on deficit-based perspectives, which fail to capture the many important ways that mathematics can be engaging for these students. For example, most measures of math engagement do not highlight how Black and Latina/o students often overcome racially/ethnically-rooted stereotypes and discrimination in mathematics, nor do the measures acknowledge Black and Latina/o students’ culturally-rooted funds of knowledge. To address these concerns, this project focuses on developing the Adapted Measure of Math Engagement (AM-ME), a culturally sustaining self-report measure of Black and Latina/o middle school students’ mathematics engagement. By developing a measure of mathematics engagement that centers Black and Latina/o students’ experiences, this project offers insight into creating inclusive mathematics learning environments and culturally sustaining understandings of what it means to be engaged in mathematics. This project is guided by interdisciplinary, strengths-based and equity perspectives, and is being conducted in deep partnership with practitioners and Black and Latina/o students in six racially diverse, urban middle schools. The project will (1) qualitatively investigate the experiences of Black and Latina/o middle school students’ engagement in mathematics, and (2) develop and produce evidence of validity and reliability for a multi-dimensional measure of Black and Latina/o student mathematics engagement. It is anticipated that that the measure and results will have broader impact as they may transfer to other contexts, particularly other urban schools. Additionally, the critical participatory action research design has a direct impact on promoting diversity in the field of STEM research as Black and Latina/o students gain experience conducting research and practitioners grow in their capacity to authentically listen to and uplift Black and Latina/o voices. By prioritizing and uplifting the voices of Black and Latina/o students through collaborative meaning-making and using rigorous strategies from modern measurement theory, the project advances knowledge about equitable mathematics learning experiences for Black and Latina/o middle-school students.This award is funded by the Discovery Research preK-12 program (DRK-12) which 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.
数学是获得STEM和取得成功的关键看门人;因此,未能让黑人和拉丁裔/非裔学生参与数学课,会导致个人流动性受限,扩大社会不平等。迄今为止,对黑人和拉丁裔/非裔学生参与度的研究和衡量往往基于基于缺陷的视角,未能捕捉到数学对这些学生具有吸引力的许多重要方式。例如,大多数数学参与的衡量标准都没有强调黑人和拉丁裔学生如何经常克服种族/族裔根深蒂固的刻板印象和数学歧视,也没有承认黑人和拉丁裔学生根植于文化的知识基础。为了解决这些问题,本项目侧重于开发数学参与适应性测量(AM-ME),这是一种具有文化持续性的黑人和拉丁裔/非裔中学生数学参与自我报告测量。通过开发以黑人和拉丁裔/非裔学生的经历为中心的数学参与衡量标准,该项目为创建包容性数学学习环境和在文化上维持对数学参与意义的理解提供了见解。该项目以跨学科、基于优势和公平的观点为指导,正在与六所种族多样化的城市中学的从业人员和黑人和拉丁裔/非裔学生进行深入合作。该项目将(1)定性地调查黑人和拉丁裔/ 0中学生参与数学的经历,(2)为黑人和拉丁裔/ 0学生数学参与的多维测量开发和产生效度和可靠性的证据。预计这些措施和结果将产生更广泛的影响,因为它们可能会转移到其他情况下,特别是其他城市学校。此外,关键的参与式行动研究设计对促进STEM研究领域的多样性有直接影响,因为黑人和拉丁裔学生获得了进行研究的经验,从业者也提高了真正倾听和提升黑人和拉丁裔声音的能力。该项目通过协作意义制定和使用现代测量理论的严格策略,优先考虑和提高黑人和拉丁裔学生的声音,从而提高了黑人和拉丁裔中学生关于公平数学学习经验的认识。该奖项由探索研究preK-12项目(DRK-12)资助,该项目旨在通过研究和开发创新资源、模型和工具,显著提高preK-12学生和教师对科学、技术、工程和数学(STEM)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实证依据。该奖项反映了美国国家科学基金会的法定使命,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。

项目成果

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Rachel Gordon其他文献

Thermal interface materials: opportunities and challenges for developers
  • DOI:
    10.1088/2053-1613/2/2/020301
  • 发表时间:
    2015-07
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Rachel Gordon
  • 通讯作者:
    Rachel Gordon
Signal-Detection Analysis of the Müller-Lyer and the Horizontal-Vertical Illusions
Müller-Lyer 和水平垂直错觉的信号检测分析
  • DOI:
    10.2466/pms.1994.79.3.1299
  • 发表时间:
    1994
  • 期刊:
  • 影响因子:
    1.6
  • 作者:
    G. Brosvic;Nancy A. Civale;Patricia Long;Deborah Kieley;Kathryn Kristoff;Nicole Memblatt;Rachel Gordon;Laurell Parris;Carla Giambelluca;R. Dihoff
  • 通讯作者:
    R. Dihoff

Rachel Gordon的其他文献

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{{ truncateString('Rachel Gordon', 18)}}的其他基金

POWRE: Simultaneity in the Timing of Young Women's Non-Martial Homeleaving, Non-Maritial Fertility, and Marriage
POWRE:年轻女性非军事离家、非婚姻生育和婚姻的同时发生
  • 批准号:
    9806124
  • 财政年份:
    1998
  • 资助金额:
    $ 60.09万
  • 项目类别:
    Standard Grant

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    专项基金项目
Research on the Rapid Growth Mechanism of KDP Crystal
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    10774081
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    2007
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  • 项目类别:
    面上项目

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Collaborative Research: Adapted Measure of Math Engagement: Designing self-report measures of mathematics engagement for Black and Latina/o middle school students
合作研究:数学参与度的适应性测量:为黑人和拉丁裔中学生设计数学参与度的自我报告测量
  • 批准号:
    2200437
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    2022
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    $ 60.09万
  • 项目类别:
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    2020
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NSFDEB-NERC:合作研究:植物化学及其对适应极端环境的植物多样化和栖息地的影响
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    1939226
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  • 批准号:
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