Expanding Mathematical Futures Through Multimedia Storytelling

尽管有证据表明黑人学生在很小的时候就对数学持积极态度，但由于他们所接触的教学方法和内容，以及对他们作为学习者的能力和兴趣的有限概念的主导元叙述，许多黑人学生对数学不太感兴趣。该项目旨在扩大黑人和其他缺乏教育的数学学生在校内外的数学想象力和抱负。在先前支持收集和管理黑人数学家分享的一组数字数学故事的工作的基础上，本项目旨在设计一个以这些故事为特色的数字平台，并辅以与数学内容主题一致的互动活动和学习资源，并探索这些资源对儿童和青少年的数学学习和参与的影响，以及在他们的生活中参与这些资源的成年人。该项目旨在实现两个主要成果。首先，探讨通过数字媒体在校内和校外传播的讲故事如何影响儿童、年龄较大的青少年和成年人在生活中的代际数学实践和认知。第二,通过发展具有文化响应性和包容性的教学实践，并系统地将其传播给各种社会和文化机构和媒体平台的合作伙伴，进一步打破数学教育中的种族不平等。该项目利用真正的伙伴关系作为一种手段，在多种环境中系统地培养创新教学法，同时建立黑人学习者的数学身份和数学归属感。研究小组将进行一项混合方法研究，以深入了解媒体增强的故事叙述和跨媒体平台的社会参与的影响。在审查了现有的视频叙述集合并使用资源工具包进行探索性筛选以收集反馈后，项目团队将设计交互式数据库，该数据库将容纳多媒体故事和补充媒体材料，其中包括交互式网络元素（例如视频注释，多模式响应）。接下来，将与社区合作伙伴进行第二轮筛选，最后通过在多个社会机构和媒体平台上广泛传播，重点关注社区参与，包括但不限于全国城市联盟、全国有色人种协进会、非洲侨民数学家网站、数学天才和黑人网站，以及学校、博物馆、图书馆和其他现有的STEM和数学倡议。这项应用研究旨在通过多媒体平台利用丰富的讲故事传统的力量来促进种族平等。该数据库的传播及其影响的发现将有助于为数学教育建立新的空间，以加深学生及其支持网络中的其他人对数学的理解，并影响年轻人和他们自己作为数学实干家对数学的普遍看法，从而使服务不足的学生能够激活和追求他们对数学的兴趣。该种族平等奖由学生和教师创新技术体验（ITEST）项目共同资助，该项目支持建立对实践、项目要素、背景和流程的理解，有助于提高学生对科学、技术、工程和数学（STEM）以及信息和通信技术（ICT）职业的知识和兴趣。该项目也通过STEM教育中的种族平等项目（EDU种族平等）获得资助。该项目支持研究和实践项目，调查种族平等因素如何影响科学、技术、工程和数学（STEM）教育和劳动力的改善。获奖项目旨在将STEM企业中受系统性不平等影响最大的个人、社区和机构的声音、知识和经验集中起来。该项目符合美国国家科学基金会的核心价值，即支持来自全国不同人口群体、地区和组织类型的杰出研究人员和创新思想家。EDU的项目为种族平等项目提供资金，以表彰其项目与董事会四个部门的集体研究和发展重点相一致。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。

Despite evidence that shows Black students' positive attitudes towards math at young ages, many of these students become less interested in math due to both the pedagogy and content to which they are exposed, as well as the dominant meta-narrative of a limited conception of their ability and interest as learners. This project seeks to broaden the mathematical imagination and aspirations of Black and other underserved mathematics students in both in-school and out-of-school environments. Building on prior work that supported the collection and curation of a set of digital mathematics stories shared by Black mathematicians, this project aims to design a digital platform featuring these stories and supplementing them with interactive activities and learning resources aligned with math content topics, and explore the impact of these resources on the math learning and engagement of children and adolescents, as well as the adults in their lives who engage with these resources. The project aims to achieve two primary outcomes. First, to explore how storytelling disseminated in in-school and out-of-school spaces through digital media influences intergenerational math practices and perceptions among children, older adolescents, and the adults in their lives. Second, to further disrupt racial inequities in mathematics education by developing culturally responsive and inclusive instructional practices and systematically disseminating them to partners across a variety of social and cultural institutions and media platformsThis project leverages the work of authentic partnerships as a means to systematically foster innovative pedagogy in multiple environments while building Black learners’ mathematical identity and a sense of belongingness in mathematics. The research team will conduct a mixed-methods study to gain insight into the impact of media-enhanced storytelling and societal engagement across media platforms. After reviewing the existing collection of video narratives and conducting exploratory screenings with resource toolkits to collect feedback, the project team will design the interactive database that will house the multimedia stories and supplementary media materials that include interactive web elements (e.g. video annotation, multimodal responses). Next, a second round of screenings with cross-sections of community partners will take place, followed finally by a focus on community engagement by widely disseminating across multiple social institutions and media platforms including but not limited to the National Urban League, the NAACP, the Mathematicians of the African Diaspora website, Mathematically Gifted and Black website, as well as schools, museums, libraries, and other existing STEM and math initiatives. This applied study seeks to advance racial equity by harnessing the power of rich storytelling traditions through a multimedia platform. The dissemination of this database and the findings about its impact will contribute to building new spaces for mathematics education that serve to deepen understanding of mathematics by students and others in their networks of support, and influence commonly held perceptions of mathematics by young people and of themselves as mathematical doers in order to empower underserved students to activate and pursue their interests in mathematics.This Racial Equity award is co-funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers. This project is also funded through the Racial Equity in STEM Education program (EDU Racial Equity). The program supports research and practice projects that investigate how considerations of racial equity factor into the improvement of science, technology, engineering, and mathematics (STEM) education and workforce. Awarded projects seek to center the voices, knowledge, and experiences of the individuals, communities, and institutions most impacted by systemic inequities within the STEM enterprise. This program aligns with NSF's core value of supporting outstanding researchers and innovative thinkers from across the Nation's diversity of demographic groups, regions, and types of organizations. Programs across EDU contribute funds to the Racial Equity program in recognition of the alignment of its projects with the collective research and development thrusts of the four divisions of the directorate.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.