CAREER: Sparking "Number Talks" to Strengthen Mathematical Identities

该项目将为培养和加强幼儿和小学生的生产性数学身份提供知识。首先，本研究的目的是确定和记录的知识的学生，家庭和社区带来的数学学习空间的资金。其次，利用知识基金，本研究将支持教育工作者有意识地设计、制定和修改数字谈话（即，10到15分钟的数学讨论，学生在头脑中解决数学问题，然后作为一个班级聚集在一起分享他们的数学推理），以支持富有成效的数学身份发展。第三，这项调查的目的是确定的设计原则，积极影响生产性的数学身份的发展，同时确定数学身份如何随着时间的推移而演变。 这个项目有可能改善幼儿园到三年级的数学教育，从历史上和持续边缘化的群体的学生有意利用（和确认）资源生产性的数学身份的发展。此外，该项目还将使教育工作者能够设计基于学生知识基金的数字讲座，并支持他们积极发展学生数学身份的努力。该项目旨在回答首要的研究问题：数学身份发展在学习过程中发挥什么作用？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的学生、家庭、教师和社区合作伙伴合作。利用参与式设计研究方法，该项目将开始与学生，家庭和社区合作伙伴合作，利用photovoice或参与式摄影来记录数学如何在日常校外活动中使用。然后，教师将通过数学实验室进行参与式研究，反复计划，制定，反思和修改与学生知识基金相关的数字谈话。总之，我们将寻求理解数学对象（即，数字讲座中包含的图像）将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（知识透镜的资金）和叙述（识别资源）之间的对齐/矛盾，从而促进学生的身份和数字感的学习。此外，我们将确定数字会谈的设计原则（即，规范和实践），支持或阻碍生产性数学恒等式的发展。这个项目的研究结果将帮助我们了解如何整合学习，知道，做，是熟悉的学生可以利用建立积极的数学身份。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。

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.