CAREER: Supporting Teachers to Leverage Students' Languages in Mathematics

职业：支持教师利用学生的数学语言

• 批准号: 2337457
• 负责人: Samantha Marshall Pham
• 金额: $ 92.61万
• 依托单位: North Carolina State University
• 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=2337457&HistoricalAwards=false
• 关键词: CAREER; Supporting; Teachers; Leverage; Students

Across the U.S., multilingual students are systematically offered lower-quality learning opportunities than their monolingual English-speaking peers, despite many policy efforts aimed at improving their performance in mathematics. While many approaches to teaching multilingual students tend to reflect deficit-based perspectives, decades of research show that quality mathematics teaching builds on the assets that students bring to the classroom. For this reason, there is a pressing need to develop pedagogies that leverage students’ languages in mathematics, and, relatedly, to develop methods for supporting teachers in learning such pedagogies. This project partners with a mathematics department at a public middle school to co-design, analyze, and improve teachers’ translanguaging pedagogies, that is pedagogies that draw on students’ full linguistic repertoires as resources for their learning. This project will investigate how teachers make sense of and enact translanguaging pedagogies, how translanguaging pedagogies shape students’ mathematical experiences and learning opportunities, and how teachers’ learning of translanguaging spaces can be supported. As a result of this work, teachers, teacher educators, and researchers will be able to better understand how students’ languages can be leveraged as resources for mathematical learning, contributing to efforts to address persistent opportunity gaps for multilingual students across the nation.This project employs a series of three qualitative studies using social design experiment methods to address its primary goals. In the first study, the research team and the teachers will co-design pedagogical resources such as lessons, mathematical tasks, and pedagogical strategies to support translanguaging in middle school mathematics. In the second study, the research team will video-record these co-designed translanguaging pedagogies in the classroom, focusing investigation on the character of students’ learning opportunities and experiences in translanguaging spaces. In the third study, the project team will develop video clubs to support teachers’ learning about translanguaging pedagogies, using classroom video as a key learning resource for teachers. Data will include ethnographic fieldnotes, interviews, video-recorded co-design and video club sessions, co-designed pedagogical resources, and video-recorded classroom observations. The primary outcomes will be: (1) a bank of co-designed translanguaging resources for middle-school mathematics teachers (e.g., lessons, tasks, pedagogical strategies); (2) a bank of videos of translanguaging in action in mathematics to guide teachers, teacher educators, and researchers; (3) empirical evidence about the character of students’ learning in translanguaging spaces in mathematics; and (4) empirically-grounded theory of teachers’ learning of translanguaging pedagogies. 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.

在美国，与只说英语的同龄人相比，多语言学生得到的学习机会质量普遍较低，尽管许多政策努力旨在提高他们的数学成绩。虽然许多教授多语言学生的方法往往反映了基于缺陷的观点，但数十年的研究表明，高质量的数学教学建立在学生带到课堂的资产之上。因此，迫切需要开发利用学生数学语言的数学方法，并开发支持教师学习这种数学方法的方法。该项目与一所公立中学的数学系合作，共同设计、分析和改进教师的跨语言教学法，即利用学生的全部语言库作为学习资源的教学法。该项目将调查教师如何理解和制定translanguagingoptimogies，translanguagingoptimogies如何塑造学生的数学经验和学习机会，以及教师的学习translanguagingspace可以得到支持。作为这项工作的结果，教师，教师教育工作者和研究人员将能够更好地了解如何利用学生的语言作为数学学习的资源，为解决全国多语言学生持续存在的机会差距做出贡献。本项目采用了一系列的三个定性研究，使用社会设计实验方法来解决其主要目标。在第一项研究中，研究小组和教师将共同设计教学资源，如课程，数学任务和教学策略，以支持中学数学的跨语言。在第二项研究中，研究团队将在课堂上录制这些共同设计的跨语言学习策略，重点调查学生在跨语言学习空间中的学习机会和经验的特点。在第三项研究中，项目组将开发视频俱乐部，以支持教师学习跨语言教学法，使用课堂视频作为教师的主要学习资源。数据将包括人种学田野记录，访谈，视频记录的共同设计和视频俱乐部会议，共同设计的教学资源，和视频记录的课堂观察。主要成果将是：（1）为中学数学教师共同设计的跨语言资源库（例如，课程，任务，教学策略）;（2）一个银行的视频translanguaging在行动中的数学，以指导教师，教师教育工作者，和研究人员;（3）经验证据的特点，学生的学习在translanguaging空间的数学;和（4）教师的translanguaging学习理论的理论基础。该奖项由发现研究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。