CAREER: Partnering with Teachers and Students to Engage in Mathematical Inquiry about Relevant Social Issues

职业:与老师和学生合作,进行相关社会问题的数学探究

基本信息

  • 批准号:
    2242654
  • 负责人:
  • 金额:
    $ 99.62万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Continuing Grant
  • 财政年份:
    2022
  • 资助国家:
    美国
  • 起止时间:
    2022-11-15 至 2026-08-31
  • 项目状态:
    未结题

项目摘要

Despite efforts to address racial, gender, income-level and other kinds of inequities, disparities persist throughout society in educational, occupational, financial, and healthcare services and opportunities. To work toward societal equity, mathematics teachers have shown increased interest in both improving students’ achievement and supporting students’ ability to use mathematics to analyze these inequities to create change. For instance, a mathematics task may use rate, ratio, and proportion to explore the gender wage gap, and then use functions to explore disparities in earnings over time. Few resources, such as textbooks, coaching protocols, or video examples of classroom teaching, however, exist to support mathematics teachers’ efforts to teach the mathematics content while investigating relevant social issues. In addition, research indicates several dilemmas teachers face in maintaining the cognitive demand of the task, addressing state standards, and improving student agency through such investigations. Research is needed to understand how teachers learn to adapt and implement mathematics tasks that facilitate students’ mathematics learning and investigation of social issues. This project team partners with the mathematics department of one urban public charter high school that serves 65% students of color (most of whom identify as African American). At the school, 70% of all students qualify for free or reduced lunch, and 25% of the students have Individualized Education Plans. This project investigates: 1) how mathematics teachers learn to teach the mathematics content through investigation of relevant social issues, 2) how teachers negotiate classroom dilemmas related to this approach, and 3) how students feel about mathematics and their ability to enact change toward an equitable society. The professional development will be co-designed with mathematics teacher leaders from the school and the research team and will last three years. Teachers will invite students to become advisory board members to center students’ voices and solicit feedback about the relevance of the social issues embedded in the tasks. Classroom videos will be captured to share on a project website for use by mathematics teacher educators and professional development providers. The website will also host mathematics tasks designed through this project for teachers’ use in their own classrooms. This is a Faculty Early Career Development Program project responsive to a National Science Foundation-wide activity that offers the most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education. It is funded by the Discovery Research K-12 program, which seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics by preK-12 students and teachers through research and development of innovative resources, models, and tools. This qualitative, participatory design study partners with the mathematics department to investigate the following research questions: (1) How do teachers learn to adapt mathematics tasks to make them cognitively demanding and socially relevant for their students? How do contextual factors (e.g., specific school context/location/history, student backgrounds, teacher backgrounds, such as race and class) influence teacher learning? (2) What dilemmas become salient and how do teachers negotiate them while implementing the tasks? (3) How do these tasks improve students’ attitudes about mathematics and feelings of empowerment? In the first year, the research team and two mathematics teacher leaders from the school will co-design the professional development experience focused on designing and implementing mathematics tasks grounded in issues that are socially relevant to students. In years 2-4, the mathematics department will engage in this professional development, with continual input from teacher participants. Participants will create student advisory boards who will offer feedback to teachers about the relevance of the mathematics tasks. Participants will video tape their own classrooms to share brief vignettes (5-8 minutes long) that highlight dilemmas and/or successes for video club sessions as part of the professional development series. Video club sessions offer opportunities to discuss challenges and successes with colleagues and offer peer support. These video clips will also become video case studies, along with the mathematics task and teacher reflections, for use by mathematics teacher educators and professional development providers through a project website. In addition, years 3-4 the project team will develop four detailed classroom case studies, accompanied with coaching support from the research team. To answer research questions 1 and 2 regarding teacher learning and dilemmas, teachers’ perspectives will be captured through professional development artifacts, coaching debriefs, teachers’ written reflections, and one-on-one semi structured interviews. To answer research question 3 regarding student agency and attitudes about mathematics, student sentiments will be explored through student work, open-ended surveys, and focus group interviews with eight focal students per classroom case study. A project website will share mathematics tasks and video cases with the broader community of mathematics educators. Through distribution of such materials, the project aims to offer much-needed resources and supports for mathematics teachers to use cognitively demanding and socially relevant mathematics tasks with their students. The project will also publish peer-reviewed research articles to share findings with the field.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.

项目成果

期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)

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Kari Kokka其他文献

Social Justice Mathematics: Pedagogy of the Oppressed or Pedagogy of the Privileged? A Comparative Case Study of Students of Historically Marginalized and Privileged Backgrounds
社会正义数学:被压迫者的教育学还是特权者的教育学?
  • DOI:
  • 发表时间:
    2017
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Kari Kokka
  • 通讯作者:
    Kari Kokka
Political Conocimiento in Teaching Mathematics: mathematics teacher candidates enacting their ethical identities
  • DOI:
    10.1007/s10857-024-09627-5
  • 发表时间:
    2024-06-19
  • 期刊:
  • 影响因子:
    1.800
  • 作者:
    Rochelle Gutiérrez;Kari Kokka;Marrielle Myers
  • 通讯作者:
    Marrielle Myers
Radical STEM Teacher Activism: Collaborative Organizing to Sustain Social Justice Pedagogy in STEM Fields.
激进的 STEM 教师行动主义:协作组织以维持 STEM 领域的社会正义教育学。
  • DOI:
  • 发表时间:
    2018
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Kari Kokka
  • 通讯作者:
    Kari Kokka
Toward a Theory of Affective Pedagogical Goals for Social Justice Mathematics
走向社会正义的情感教学目标理论 数学
Healing-Centered Educator Activism in Mathematics Actualized by Women of Color Mathematics Teacher Activists
有色人种女性数学教师积极分子实现了以治愈为中心的数学教育活动

Kari Kokka的其他文献

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{{ truncateString('Kari Kokka', 18)}}的其他基金

CAREER: Partnering with Teachers and Students to Engage in Mathematical Inquiry about Relevant Social Issues
职业:与老师和学生合作,进行相关社会问题的数学探究
  • 批准号:
    2042975
  • 财政年份:
    2021
  • 资助金额:
    $ 99.62万
  • 项目类别:
    Continuing Grant

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  • 批准号:
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CAREER: Partnering with Teachers and Students to Engage in Mathematical Inquiry about Relevant Social Issues
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