The Accessible Calculus Project: Advancing Equity by Democratizing Access to Advanced Mathematics

无障碍微积分项目：通过民主化高级数学的普及来促进公平

• 批准号: 2315199
• 负责人: Rochelle Williams
• 金额: $ 62.09万
• 依托单位: National Society of Black Engineers
• 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: 2023-10-01 至 2028-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2315199&HistoricalAwards=false
• 关键词: Accessible; Calculus; Project; Advancing; Equity

This project is a three-year research collaboration involving the Algebra Project, the Center for Innovation in STEM Education Research at Kennesaw State University, and the National Society of Black Engineers. The project aims to demonstrate that the way in which mathematics curriculum is designed, taught, and practiced impacts access to and success in Calculus. The project will work with two teams of math teachers and their students to introduce and develop the concepts of Calculus in the context of high school Algebra II. This approach has the potential to raise the level of quantitative literacy for all students and increase the pool of Calculus-ready and hence STEM-ready students.The primary goal of this project is to develop a comprehensive, standards-aligned Algebra II curriculum based upon the Algebra Project’s Polynomial Calculus and Five-Step Curricular Process. This geometric introduction to differential and integral calculus does not require the mechanisms of analysis. And the culturally responsive Five-Step process emphasizes student voice, drawing on natural language to develop meaningful, connected understandings of abstract mathematical ideas. A second goal is to enhance the knowledge and skills of participating teachers and students through this collaborative curricular development. Both teachers and students will gain a deeper understanding of mathematics, while teachers also learn culturally responsive pedagogies and curriculum design. Finally, the project aims to encourage participants to recognize their voice and expertise, gain agency and a positive identity in mathematics or mathematics education. Drawing upon the tenets of Participatory Action Research, the youth, teacher, and expert researcher team will develop case studies to examine the emergence of voice, agency, and identity among participants in the project. In addition, the expert research team will determine the extent to which students and teachers have mastered the fundamental concepts of the differential and integral calculus, and identify the critical elements of mathematics instructional practice, both in formal and informal learning environments, that students and teachers consider valuable.This collaborative project is funded through the Racial Equity in STEM Education activity (EDU Racial Equity). The activity 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 activity 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 activity 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.

该项目是一项为期三年的研究合作，涉及代数项目，肯尼索州立大学STEM教育研究中心和国家黑人工程师学会。该项目旨在证明数学课程的设计，教授和实践的方式影响了微积分的访问和成功。该项目将与两支数学老师及其学生团队合作，在高中代数II的背景下介绍和发展微积分的概念。这种方法有可能提高所有学生的定量素养水平，并增加符号准备的库，从而提高STEM准备的学生。该项目的主要目的是根据代数项目的多项式计算和五步课程，开发了一个全面的，标准的代数II课程。这种差异和积分计算的几何介绍不需要分析的机制。并且文化反应迅速的五步过程强调学生的声音，借鉴自然语言，以发展有意义的，相互联系的抽象数学思想的理解。第二个目标是通过这种协作课程发展来增强参与教师和学生的知识和技能。老师和学生都将对数学有更深入的了解，而教师也学习文化敏感的教学和课程设计。最后，该项目旨在鼓励参与者认识他们的声音和专业知识，获得代理以及在数学或数学教育方面的积极认同。借助参与式行动研究的宗旨，青年，老师和专家研究员团队将开发案例研究，以研究该项目参与者之间的声音，代理和身份的出现。此外，专家研究团队还将确定学生和老师掌握差异和积分计算的基本概念的程度，并确定在正式和非正式学习环境中的数学教学实践的关键要素，学生和老师认为有价值的是，该协作项目是通过STEM教育活动中的种族平等资助的（Edu Racial Equility（Edu edu Equity）。该活动支持研究和实践项目，这些项目调查了对种族资产的考虑如何改善科学，技术，工程和数学（STEM）教育和劳动力。授予的项目旨在将个人，社区和机构的声音，知识和经验集中在STEM企业中最受系统性不平等影响。这项活动符合NSF的核心价值，即支持来自全国各种人口群体，地区和组织类型的杰出研究人员和创新思想家。 EDU的计划为种族公平活动提供资金，以表彰其项目与局四个部门的集体研究和发展的一致性。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛影响的审查标准来通过评估而被认为是珍贵的支持。