CAREER: Inviting all 21st century problem-solvers: Building equity by de-tracking middle school mathematics instruction

职业：邀请所有 21 世纪的问题解决者：通过打破中学数学教学的轨道来建立公平

• 批准号: 2336391
• 负责人: Jennifer Ruef
• 金额: $ 103.7万
• 依托单位: University of Oregon Eugene
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-07-01 至 2029-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2336391&HistoricalAwards=false
• 关键词: CAREER; Inviting; 21st; century; problem

Faced with increasing threats from climate change and social problems, the world needs 21st century problem solvers trained in science, technology, mathematics, and engineering (STEM). Students liking and believing they are good at math (positive math affect) is crucial to their continued study in STEM disciplines. Increasing the number of students with positive math affect and supporting their capacity to pursue STEM careers requires inclusive and effective mathematics course sequences. However, the practice of separating students into upper and lower-level math courses bars access to STEM fields for many students. Tracking organizes math coursework both within and across the secondary grades. Historically, tracking has organized students by race, class, gender, home language, and perceived ability—functioning as a gatekeeper for marginalized students. De-tracking pathways have the potential to diversify access to STEM fields. This project examines student and teacher experiences with the de-tracking of math sequences in a public school district in Western Oregon. It examines how a district-wide cohort of middle school students, as individuals and in groups, identify with and define what it means to be good at math, and how these identities shift over time as they progress through math sequences. It also establishes a partnership between a mathematics education researcher and a school district (Research Practice Partnership) to study changes in pedagogy, define problems of teaching practice, and design solutions as the district transitions to de-tracked classes. A better understanding of students’ and teachers’ experiences will support efforts to improve equity in STEM education and the diversity of STEM fields.This project focuses on the de-tracking of one school district’s math sequences; in particular, the project follows a cohort of middle school students in both tracked and de-tracked conditions. It aims to capture both individual math identities—how students relate to mathematics—and normative (group) identities—how students are recognized as competent math learners in public spaces. Math identity “portraits” are constructed by analyzing the students’ drawings of who or what math was to them, written responses on how they know when someone is “good at math,” and responses to a Semantic Differential survey designed to elicit beliefs about the five strands of math proficiency. Using mixed methods analysis, the project synthesizes the analysis of data collected from the students at three points in time to construct both individual student math identity “snapshots” that can then be compared across time as they move through tracked and de-tracked sequences. As the district moves to fully de-tracked middle school math pathways, the Research Practice Partnership will collectively determine which problems of practice are critical in supporting newly integrated math classes and examine evidence of multiple ways that students can legitimately show mathematical competence and foster productive mathematical dispositions. This will include adopting and evaluating new pedagogy, curriculum, and assessment methods. Increasing the diversity of students who are seen, and see themselves, as proficient math learners can increase the diversity of STEM participation.The award 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.

面对气候变化和社会问题的威胁越来越大，世界需要21世纪的问题求解器，这些问题解决者接受了科学，技术，数学和工程（STEM）的培训。喜欢和相信自己擅长数学的学生（积极的数学影响）对于他们在STEM学科中的持续学习至关重要。增加数学积极影响并支持其购买STEM职业能力的学生人数需要包含有效的数学课程序列。但是，将学生分为上层和低级数学课程的实践允许许多学生进入STEM领域。跟踪组织数学课程在二级和二年级。从历史上看，跟踪是通过种族，阶级，性别，家庭语言和感知能力来组织学生的，作为边缘化学生的守门人。滑动途径有可能多元化进入STEM场的途径。该项目考试在俄勒冈州西部的公立学区的数学序列进行脱离时，为学生和老师的经验提供了经验。它研究了一个地区范围内的中学生，个人和团体，识别并定义擅长数学的含义以及这些身份如何随着时间的流逝而随着时间的流逝而通过数学序列进行变化。它还建立了数学教育研究人员与学区（研究实践伙伴关系）之间的伙伴关系，以研究教学法的变化，定义教学实践问题以及设计解决方案，因为该地区过渡到脱离跟踪的课程。对学生和教师的经验有更好的了解将支持改善STEM教育和STEM领域多样性的努力。该项目着重于对一个学区的数学序列进行逐步进行。特别是，该项目遵循在追踪和拖延条件下的一群中学生。它旨在捕获两个单独的数学身份 - 学生与数学和正常（组）身份有何关系 - 学生在公共场所中如何被认为是有能力的数学学习者。数学身份“肖像”是通过分析学生对谁或什么数学的图纸的构建，关于他们何时知道某人“善于数学”的书面回应，以及对旨在激发五链数学能力的语义差异调查的回应。使用混合方法分析，该项目综合了从三个时间点从学生那里收集的数据的分析，以构建两个个别学生的数学身份“快照”，然后可以在它们通过跟踪和脱落的序列进行时进行比较。随着地区转向完全脱颖而出的中学数学途径，研究实践伙伴关系将共同确定哪些实践问题对于支持新综合的数学课程和考试证据的多种方式至关重要，这些方法可以合法地表现出数学能力并培养产品数学性质。这将包括采用和评估新的教育学，课程和评估方法。 Increasing the diversity of students who are seen, and see themselves, as professional math learners can increase the diversity of STEM participation.The award 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. DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，为拟议项目提供了理论和经验的理由。该奖项反映了NSF的法定任务，并被认为是通过基金会的智力优点和更广泛的影响来通过评估来支持的珍贵支持。