RAPID: Mathematics Within the Tapestry of Civic Engagement Discourse

量化措施及其解释在学校管理者和社区成员在公民话语中的论证中起着重要的作用。在公共领域，长期以来，量化措施一直被用来向数学模型和现象描述发出逻辑性和客观性的信号，这对颜色社区产生了不成比例的影响。这些影响对学校变革产生了历史和当代的影响，包括关闭、合并和资金分配。这项研究提供了一个机会来理解数学思想和话语是如何编织到社区的公民参与中的。需要在公民话语的织锦中更丰富地理解数学。采用人种学研究设计，首要的研究问题是：学区人员和社区成员在讨论学区变化时使用了什么数学思想？这项研究将集中于以下三个具体目标：1)分析和比较社区成员、地区人员和政策制定者的数学话语；2)建立一个数据驱动的概念框架，以理解(A)公民参与中使用的数学，以及(B)将数学作为中性的、非历史的、客观的；以及3)设计视频案例，强调使用种族和数学话语来培养教师、学生和领导人在公民参与方面的共识、知识和意识。该计划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。获奖项目寻求集中受STEM企业内部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。该计划符合NSF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各地的计划为种族平等计划提供资金，以表彰其项目与理事会四个部门的集体研究和开发努力的一致性。这一奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

Quantitative measures and their interpretations play a significant role in school administrators’ and community members’ argumentation during civic discourses. In the public sphere, quantitative measures have long been used to signal logic and objectivity to mathematical models and characterizations of phenomena, which disproportionately affect Communities of Color. The effects have had historical and contemporary implications with respect to school change, including closures, mergers, and funding allocations. This study provides an opportunity to understand how mathematical ideas and discourses are weaved into civic engagements of communities.A richer understanding of mathematics within the tapestry of civic discourses is needed. Employing an ethnographic research design, the overarching research question is: What mathematical ideas are used by school district personnel and community members during discussions of school district change? This research will focus on the following three specific objectives: 1) Analyze and compare mathematical discourses by community members, district personnel, and policy makers; 2) Develop a data-driven conceptual framework for understanding (a) the mathematics used during civic engagement and (b) the perpetuation of mathematics as neutral, ahistorical, objective; and 3) Design video cases emphasizing the use of racial and mathematical discourses for developing teachers’, students’, and leaders’ conocimiento, knowledge and consciousness, with respect to civil engagement.This project is 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.