Math Pathways: A Longitudinal, Dyadic Study of Parent-Child Influence in Latino Families

本研究旨在填补关系对拉丁裔学生数学成绩影响研究的关键空白，以改善教育实践。本研究有两个主要目标：第一，pi将使用纵向数据和先进的统计方法来了解影响小学到中学过渡期间数学态度和成绩的因素。其次，pi将应用期望值模型来预测数学行为和表现。调查将从300名拉丁裔母亲、学生和他们的数学老师中收集，调查时间分别是在五年级快结束时、六年级开始和结束时以及七年级开始时。智力上的优点是它有可能促进对数学兴趣如何以及为什么随着时间的推移而发展或下降的理解，以及父母和老师如何应对这些变化。这项工作将通过为有关拉丁裔学生在STEM领域的文献做出贡献，解决更广泛的影响，造福社会，并有可能影响父母的行为和教学实践，因为它们涉及到代表性不足的人群。研究生将接受培训，开发和应用STEM教育内容中相互依存数据的分析工具，帮助解决定量方法学家的严重短缺问题。研究结果将分发给研究人员、教师、家长和教师教育工作者以及家长。

This study aims to improve educational practices by filling critical gaps in research on the impact of relationships on mathematics achievement for Latino students. The study has two main objectives: First, the PIs will use longitudinal data and advanced statistical approaches to understand factors that influence mathematics attitudes and achievement during the transition from elementary to middle school. Second, the PIs will apply the expectancy-value model to the prediction of mathematics behavior and performance. Surveys will be collected from 300 Latino mothers, students, and their math teachers near the end of 5th grade, at the beginning and end of 6th grade, and at the beginning of 7th grade. The intellectual merit is its potential to advance understanding of how and why interest in mathematics develops or declines over time, and how parents and teachers respond to these changes. The work will address broader impacts and benefit society by contributing to the body of literature concerning Latino students in STEM and has the potential to influence both parental behaviors and teaching practices as they relate to underrepresented populations. A graduate student will be trained to develop and apply analytic tools for interdependent data to STEM education content, helping to address the critical shortage of quantitative methodologists. The findings will be disseminated to researchers, teachers, parent and teacher educators, and parents.