Collaborative Research: Advancing Equity Goals in Secondary Classrooms by Incorporating Mathematical Justification in Teaching

合作研究：通过在教学中纳入数学论证来推进中学课堂的公平目标

• 批准号: 2201859
• 负责人: Kristen Bieda
• 金额: $ 23.61万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-15 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201859&HistoricalAwards=false
• 关键词: Collaborative; Research; Advancing; Equity; Goals

Creating and justifying mathematical claims is an essential learning goal and valued outcome of a mathematics education. To advance equitable learning outcomes, it is essential that teachers pursue this goal in ways that ensure every student has opportunities to develop and share justifications in their classrooms. The intended outcomes of this pilot study are: (1) practice-grounded, foundational knowledge about how students’ participation in mathematical justification can advance equity outcomes, and (2) an initial framework for design principles and teaching moves that engage students in mathematical justification to advance equity goals.The fundamental contribution of this project is bringing together research about mathematical justification and equitable learning in mathematics classrooms. Students’ engagement in mathematics depends on their sense of agency and access to complex mathematics. Discussions of mathematical justification can provide a context for students to develop agency and for teachers to provide students with access to understanding mathematical ideas. The project explores two research questions. First, in what ways is the practice of mathematical justification an affordance for teachers to promote access and agency? Second, how do teachers engage students in justification in their classroom to advance toward more equitable instructional outcomes? There are two research sites at high schools in Connecticut and Michigan. Teachers will work in study groups to explore mathematical justification and equity. Data collection includes recordings of study group meetings, interviews, and video-recorded lesson observations. Data analysis will include creating an annotated timeline to document the progress of teachers’ conversations about equity and mathematical justification. A framework will be developed to document teacher moves that support students’ access and agency in mathematical justification. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in education.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.

创造和证明数学主张是数学教育的一个基本学习目标和有价值的结果。为了促进公平的学习成果，教师必须以确保每个学生都有机会在课堂上发展和分享理由的方式追求这一目标。这项试点研究的预期成果是：（1）以实践为基础，关于学生参与数学论证如何促进公平结果的基础知识，以及（2）一个设计原则和教学行动的初步框架，使学生参与数学论证，以推进公平目标。该项目的基本贡献是将有关数学论证和公平学习的研究汇集在一起，数学教室学生对数学的参与取决于他们的能动性和对复杂数学的接触。数学论证的讨论可以为学生提供一个发展能动性的背景，也可以为教师提供一个让学生理解数学思想的途径。该项目探讨了两个研究问题。首先，数学论证的实践在哪些方面是教师促进获取和能动性的启示？第二，教师如何让学生在课堂上进行辩护，以促进更公平的教学结果？在康涅狄格州和密歇根州的高中有两个研究地点。教师将在学习小组中探索数学的合理性和公平性。数据收集包括学习小组会议，访谈和视频记录的经验教训的意见记录。数据分析将包括创建一个带注释的时间轴，以记录教师关于公平和数学论证的对话进展。将制定一个框架，以记录教师的举动，支持学生的访问和机构在数学的理由。该项目由NSF的EHR核心研究（ECR）计划支持。ECR计划强调基础STEM教育研究，产生该领域的基础知识。投资是在关键领域是必不可少的，广泛的和持久的：干学习和干学习环境，扩大参与干，干劳动力发展。该计划支持积累强有力的证据，为理解、建立理论解释、提出干预和创新建议以应对教育中持续存在的挑战提供信息。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。