Attributions of Mathematical Excellence in Teaching and Learning

教师的信念影响着他们的教学决定，而这些决定决定了所有学生的数学学习机会。在考虑到历来在数学领域被边缘化的群体，包括女孩和有色人种学生的学习机会时，这一点尤为重要。很少有经过验证的、特定于数学的工具来衡量教师对与种族、民族和性别有关的数学学习的信念。本项目旨在通过开发和验证调查工具来调查教师关于他们如何解释数学教育结果中系统性的种族和性别差异的信念，并探索这些信念可能如何影响他们的教学。该项目的中心假设是，教师对数学卓越归因的信念与学生的种族和性别认同相互作用，导致学生在同一数学教室可获得的学习机会中存在种族和性别不平等。这些信念的基础可能是基于对数学优势来源的偏见和不准确的概念的遗传、社会或个人特征的归因。为了实现该项目的主要目标，该项目将进行三项相互关联的研究。(1)归因和项目研究将通过对教师、教师教育工作者和研究人员的访谈来编写、试验和提炼项目，以建立数学卓越归因量表(Ames)的信度和代表性。(2)结构和关系研究将提供内部结构的有效性证据，以及与其他变量的关系，包括既定的股权工具，以及隐性偏差的衡量标准。与样本子集相关的学生测试数据将被用来比较Ames分数与种族和性别平等的成就。这项研究将扩大到包括职前和在职教师的样本，并使用包括访谈、调查和课堂观察在内的各种数据来源。(3)课堂研究将Ames分数与课堂教学中种族和性别平等的直接观察进行比较。通过开发工具和分析分数，项目团队将能够定位和设计有可能解决偏见来源的教师专业学习机会。探索研究预科-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。

Teachers’ beliefs influence their instructional decisions and these decisions shape the mathematical learning opportunities for all students. This is particularly important when considering the learning opportunities for groups that have historically been marginalized in mathematics, including girls and students of color. There are few validated, mathematics-specific instruments that measure teachers’ beliefs about mathematics learning related to race, ethnicity, and gender. This project seeks to investigate teachers’ beliefs related to how they explain the systemic racial and gender differences in mathematics education outcomes by developing and validating a survey instrument and to explore how those beliefs might impact their teaching. The central hypothesis of the project is that teachers’ beliefs about attributions of mathematical excellence interact with students’ racial and gender identities to cause racial and gender inequity in the learning opportunities available to students in the same mathematics classrooms. The basis of these beliefs may be attributions to genetic, social, or personal characteristics that are based in biased and inaccurate conceptions of the sources of mathematical excellence.In order to achieve the project's main aims, the project will conduct three interrelated studies. (1) The Attributions and Items study will use interviews with teachers, teacher educators, and researchers to write, pilot, and refine items to establish reliability and construct representation of the Attributions of Mathematical Excellence Scale (AMES). (2) The Structure & Relations Study will provide validity evidence of internal structure and relations with other variables, including established equity instruments, and a measure of implicit bias. Student test data linked with a subset of the sample will be used to compare AMES scores with race and gender equity in achievement. This study will be expanded to include samples of preservice and inservice teachers and use a variety of data sources including interviews, surveys and classroom observation. (3) The Classroom Study will compare AMES scores with direct observation of race and gender equity in classroom instruction. Through the development of the instrument and analysis of scores, the project team will be able to posit and design teacher professional learning opportunities that have the potential to address the sources of bias.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.