MATH: CONFERENCE: Broadening Participation in Mathematics Education through Practitioner Inquiry

国家的优先事项是增加科学、技术、工程和数学(STEM)劳动力的多样性。实现这一目标的一个重要方法是增加STEM专业入学和毕业学生的种族和民族多样性。与此相一致的是，数学教师在学生取得成功和取得STEM学位的过程中扮演着重要的教师、导师和课程开发者的角色。然而，很少有数学教师得到专业培训，让他们接触到为支持非裔美国人、拉丁裔和美洲原住民学生的成功而量身定做的教学实践。这个项目是一个会议/研讨会，有三个目的。(1)调查人员将聘请来自科罗拉多州社区大学的大约35名数学教师-那里的数学课程改革已经在进行-学习技术，以发展具有文化包容性的教学实践，并提高历史上服务不足的学生在数学课程中的成功。这些技术基于一种被称为从业者询问的数据使用和教育变革的方法。最近对STEM领域课程和教学改革的研究提供了证据，表明涉及从业者探究的战略是带来文化和组织变革的有希望的方法。(2)研究人员将收集与会者是否愿意进行课程改革的信息，如果愿意，在何种制度支持下进行改革。(3)会议评估结果将被分析，以设计未来社区大学数学教师参与的干预措施，从而支持美国扩大参与STEM的目标。研讨会的主要目标是评估教师的态度、信念和参与探究的意愿，使数学教师能够将新知识和文化能力融入他们的教育实践。会议评估将通过探索以下研究问题来支持调查：来自现有实践的哪些信息、概念和模型激发了数学教育工作者学习文化包容性教学的兴趣？来自现有实践的哪些信息、概念和模式对数学教育工作者参与实践者探究和进行旨在扩大数学课程参与度的课程和教学改革的意图有积极影响？数学教师在这次会议上的经验将为设计新的探究方法以及推广和传播战略提供信息，以进一步促进数学教师实施文化包容性教育法。

A National priority is to increase the diversity of the science, technology, engineering, and mathematics (STEM) workforce. One important way to accomplish this is to increase the racial and ethnic diversity of students entering and graduating in STEM disciplines. In line with this, mathematics faculty members play a significant role as instructors, mentors, and curriculum developers in student success and progress towards a STEM degree. However, few mathematics faculty are provided professional training that exposes them to teaching practices tailored to support the success, for example, of African American, Latino, and Native American students. This project is a conference/workshop with a threefold purpose. (1) The investigators will engage approximately thirty-five (35) mathematics faculty members from community colleges in Colorado - where mathematics curriculum reform is already underway - in learning techniques to develop culturally inclusive pedagogical practices and increase the success of historically underserved students in mathematics coursework. These techniques are based on an approach to data use and educational change known as practitioner inquiry. Recent studies of curricular and pedagogical reforms in STEM fields provide evidence that strategies involving practitioner inquiry are promising approaches to bringing about cultural and organizational change. (2) The researchers will gather information on conference participants' willingness to undertake curriculum reforms, and if so, under what conditions of institutional support. (3) Conference evaluation results will be analyzed to design future interventions involving mathematics faculty in community colleges, thereby supporting a United States goal to broaden participation in STEM.The main goals of the workshop are to gauge faculty attitudes, beliefs, and willingness to engage in inquiry as a technique to enable math faculty to incorporate new knowledge and cultural competencies into their educational practice. The conference evaluation will support the investigation by exploring the following research questions: What information, concepts, and models from existing practice stimulate interest among mathematics educators to learn about culturally inclusive pedagogies? What information, concepts, and models from existing practice have a positive influence on mathematics educators' intentions to participate in practitioner inquiry and carry out curricular and pedagogical changes designed to broaden participation in mathematics coursework? Mathematics faculty members' experience of the conference will inform the design of new inquiry methods as well as outreach and dissemination strategies that further promote mathemtics faculty implementation of culturally inclusive pedagogy.