Collaborative Research: Adapted Measure of Math Engagement: Designing self-report measures of mathematics engagement for Black and Latina/o middle school students

数学是获得STEM和成功的关键守门人;因此，未能让黑人和拉丁裔学生参加数学课程会导致个人流动性受限，扩大社会不平等。到目前为止，研究和黑人和拉丁美洲/o学生参与的措施往往是基于赤字为基础的观点，未能捕捉到数学可以从事这些学生的许多重要方式。例如，大多数数学参与的措施并没有强调黑人和拉丁美洲/o学生如何克服种族/民族根深蒂固的陈规定型观念和数学歧视，这些措施也没有承认黑人和拉丁美洲/o学生的文化根源的知识基金。为了解决这些问题，该项目的重点是开发适应措施的数学参与（AM-ME），黑人和拉丁美洲/O中学生的数学参与的文化持续自我报告措施。通过制定以黑人和拉丁裔学生的经历为中心的数学参与度衡量标准，该项目为创建包容性数学学习环境以及从文化上维持对从事数学意味着什么的理解提供了见解。该项目是由跨学科，基于优势和公平的观点为指导，并正在与从业者和黑人和拉丁/o学生在六个种族多元化，城市中学深入合作进行。该项目将（1）定性调查黑人和拉丁美洲/o中学生参与数学的经验，（2）开发和生产的有效性和可靠性的证据，为黑人和拉丁美洲/o学生数学参与的多维措施。预计这一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，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研究领域的多样性产生了直接影响，因为黑人和拉丁裔学生获得了进行研究的经验，从业者在真正倾听和提升黑人和拉丁裔声音的能力方面有所增长。通过优先考虑和提升黑人和拉丁裔学生的声音，通过合作的意义，并使用严格的战略，从现代测量理论，该项目的进步知识公平的数学学习经验的黑人和拉丁裔/o中学生。这个奖项是由发现研究preK-12计划（DRK-12），旨在显着提高学习和教学的科学，技术，工程和数学（STEM）的preK-12学生和教师，通过研究和开发创新的资源，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。

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.