CAREER: Affirming Bilingual Children’s Participation in Mathematics

职业：肯定双语儿童参与数学

• 批准号: 2237986
• 负责人: José Martinez Hinestroza
• 金额: $ 85.95万
• 依托单位: Texas State University - San Marcos
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2028-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2237986&HistoricalAwards=false
• 关键词: CAREER; Affirming; Bilingual; Children; Participation

This project will contribute new knowledge on two aspects of participation in mathematics education. First, this research aims to understand how perceptions of race influence how teachers, future teachers, and researchers assess how bilingual children use their languages and movement to participate in mathematical activity. Second, it will explore ways to counter deficit views that influence teachers’, preservice teachers’, and researchers’ perceptions of these multiple ways of participating as inferior to what is traditionally considered as meaningful participation. The project has the potential to improve bilingual children’s wellbeing by helping teachers to develop mathematics classrooms where children can participate on their own terms. This project will also equip teachers and preservice teachers with the research capacity to potentially transform their own classrooms beyond the duration of the project. These transformations may encourage more bilingual children to pursue careers in mathematics-related fields in the future.This project seeks to answer the overarching research question: How can teachers and researchers affirm bilingual children’s non-normative participation in mathematics classrooms? Using a participatory design research methodology, the project will bring together a raciolinguistic perspective and embodied cognition to: (1) elicit children’s perspectives on participation, (2) co-design lessons with pre- and in-service teachers, and (3) co-analyze children’s linguistic and embodied ways of participating in these lessons. The PI will collaborate with children and teachers in second, third, and fourth grade, including one classroom per grade level in two schools (six teachers and approximately 250 children). The contrasting racial and linguistic backgrounds of children in the two participating schools offer a unique opportunity to learn about the how children’s linguistic and embodied participation is legitimized and delegitimized given their racialized and linguistic differences. Discourse analysis with a focus on translanguaging and qualitative social network analysis will highlight how students use linguistic and embodied participation to make mathematical meaning. Findings will support educators in affirming racially and linguistically diverse students’ unique ways of participating. This CAREER proposal 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.

该项目将在参与数学教育的两个方面提供新的知识。首先，本研究旨在了解种族的看法如何影响教师，未来的教师，和研究人员评估双语儿童如何使用他们的语言和运动，参与数学活动。第二，它将探讨如何对抗赤字的看法，影响教师，副教师和研究人员的看法，这些参与的多种方式不如传统上被认为是有意义的参与。该项目有可能通过帮助教师开发数学教室来改善双语儿童的福祉，儿童可以根据自己的条件参与其中。该项目还将使教师和兼职教师具备研究能力，以便在项目结束后有可能改造他们自己的教室。这些转变可能会鼓励更多的双语儿童追求职业生涯在数学相关的field.This项目旨在回答首要的研究问题：教师和研究人员如何确认双语儿童的非规范参与数学课堂？使用参与式设计研究方法，该项目将汇集一个种族语言学的角度和体现认知：（1）引出儿童的参与观点，（2）共同设计的经验教训与前和在职教师，（3）共同分析儿童的语言和体现方式参与这些教训。PI将与二年级、三年级和四年级的儿童和教师合作，包括两所学校每年级一个教室（6名教师和大约250名儿童）。两所参与学校的儿童的种族和语言背景形成鲜明对比，这提供了一个独特的机会，使人们了解儿童的语言和身体参与如何因其种族和语言差异而合法化和非法化。语篇分析侧重于跨语言和定性社会网络分析将突出学生如何使用语言和具体参与，使数学意义。调查结果将支持教育工作者肯定种族和语言多样化的学生的独特参与方式。该职业建议由发现研究preK-12计划（DRK-12）资助，该计划旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。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。