CAREER: Sparking "Number Talks" to Strengthen Mathematical Identities

职业：激发“数字对话”以强化数学特性

• 批准号: 2337709
• 负责人: Dawn Woods
• 金额: $ 78.12万
• 依托单位: Oakland 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: 2024-06-01 至 2029-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2337709&HistoricalAwards=false
• 关键词: CAREER; Sparking; Number; Talks; Strengthen

This project will contribute knowledge about cultivating and strengthening productive mathematical identities of early childhood and elementary students. First, this study aims to identify and document the funds of knowledge students, families, and communities bring to mathematics learning spaces. Second, using the funds of knowledge, this research will support educators to intentionally design, enact, and revise number talks (i.e., ten-to-fifteen-minute math discussions where students mentally solve mathematics problems and then come together as a class to share their mathematical reasoning) in ways that support productive mathematical identity development. Third, this investigation aims to determine the design principles of number talks that positively impact productive mathematical identity development while determining how mathematics identity evolves over time. This project has the potential to improve kindergarten to third grade mathematics education for students from historically and persistently marginalized groups by intentionally leveraging (and confirming) resources for productive mathematical identity development. Further, this project will also equip educators to design number talks building upon students’ funds of knowledge and to also support their efforts to positively develop students’ mathematical identities. This project seeks to answer the overarching research question: What role does mathematics identity development play in learning processes? The principal investigator will collaborate with kindergarten to third grade students, families, teachers, and community partners across three schools and a community center. Using participatory design research methodologies, this project will begin in collaboration with students, families, and community partners by leveraging photovoice or participatory photography to document how mathematics is used in everyday, out-of-school activities. Then, teachers will engage in participatory research via Math Labs to iteratively plan, enact, reflect, and revise number talks connected to students’ funds of knowledge. Together, we will seek to understand how the mathematical objects (i.e., images) contained in number talks will mediate learning to build students’ identity and number sense by using qualitative analysis to understand the alignments/contradictions between interactions (people and tools), norms and practices (positioning within the learning community), frames (funds of knowledge lens), and narratives (resources for recognition) that afford/constrain mathematical identity development. Further, we will identify design principles of number talks (i.e., norms and practices) that support or hinder the development of productive mathematical identities. Findings of this project will help us to understand how the integration of learning, knowing, and doing that are familiar to students can be leveraged to build positive mathematical identities. 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.

该项目将提供有关培养和加强幼儿和小学生生产性数学身份的知识。首先，本研究旨在确定并记录学生、家庭和社区为数学学习空间带来的知识资金。其次，利用知识的资金，本研究将支持教育工作者有意地设计、制定和修改数字谈话（即，10到15分钟的数学讨论，学生在其中心理解决数学问题，然后作为一个班级聚集在一起分享他们的数学推理），以支持生产性数学同一性发展的方式。第三，本研究旨在确定数字谈话的设计原则，这些原则积极影响生产性数学身份的发展，同时确定数学身份如何随着时间的推移而演变。本项目有潜力通过有意地利用（和确认）资源进行生产性数学同一性发展，改善幼儿园到三年级学生的数学教育，这些学生来自历史上和持续边缘化的群体。此外，该项目还将使教育工作者能够根据学生的知识基础设计数字讲座，并支持他们积极发展学生的数学身份。本项目旨在回答一个重要的研究问题：数学同一性发展在学习过程中扮演什么角色？首席研究员将与三所学校和一个社区中心的幼儿园到三年级学生、家庭、教师和社区合作伙伴合作。采用参与式设计研究方法，该项目将与学生、家庭和社区合作伙伴合作，利用photovoice或参与式摄影记录数学在日常校外活动中的应用情况。然后，教师将通过数学实验室参与参与式研究，迭代地计划、制定、反思和修改与学生知识基础相关的数字谈话。总之，我们将试图理解数字谈话中包含的数学对象（即图像）如何通过使用定性分析来理解相互作用（人和工具）、规范和实践（在学习社区中的定位）、框架（知识镜头的资金）和叙述（识别资源）之间的对齐/矛盾，从而调解学习，以建立学生的身份和数字感，从而提供/限制数学身份发展。此外，我们将确定支持或阻碍生产性数学恒等式发展的数字谈话的设计原则（即规范和实践）。该项目的研究结果将帮助我们理解如何将学生熟悉的学习、认识和实践相结合，以建立积极的数学身份。该奖项由探索研究preK-12项目（DRK-12）资助，该项目旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。该奖项反映了美国国家科学基金会的法定使命，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。