Communicating Mathematically Across Student Differences in the Work of Teaching

教学的基本要求是看到、听到、解释和扩展学生当前的思想和理解。学生与老师在年龄、性别认同、种族认同、语言、社会阶层和经历等方面存在差异。这些差异加剧了沟通的复杂性，因为隐性的种族和性别偏见会影响教师看待学生能力的倾向。该项目将侧重于(1)理解在教学工作中与来自不同社区的学生进行数学交流所涉及的内容，并在此基础上(2)支持教师熟练地完成这项工作。该项目旨在理解和支持通过不同的方式进行数学交流的工作，以破坏数学中代表性不足的学生的边缘化。在项目的第一阶段，该项目将研究教学，着眼于识别跨差异教学的交互式数学工作。第二阶段将涉及根据第一阶段的进展设计和实施具体的干预措施，以帮助实践教师从忽视或误解代表性不足的学生的主要模式转变为关注学生的优势，并在不同的情况下发展流利和协调的听力和谈话。教学具有深远的潜力，可以支持或阻碍学生的学习机会，也可以培养他们作为有能力的数学思考者的自我意识，以及他们在学校内外对数学的兴趣和坚持。教学可以扩大数学在学校的表现，可以直接包括学生，而不是边缘化学生。项目成果将有助于将教师教育发展重点放在这些关键技能上，有可能以深刻而深远的方式增加STEM教育的多样化参与。该项目由EHR核心研究计划支持，该计划支持STEM学习和学习环境的基础研究，扩大STEM参与和STEM劳动力发展。本项目旨在确定一种特殊的数学流畅性在行动中如何有助于提高理论和实践，这与跨差异教学的数学工作有关。该项目团队将分析4-8年级的教学录像，并选取具有明显种族和语言多样性的教室作为样本。重点将放在倾听、解释、与学生交谈和回应学生，以识别这种互动数学作业的需求模式。分析将集中在描述数学的流畅性和协调对学生来说可能意味着什么，以及在实践中需要什么。此外，我们将观察和记录五年级和其他数学教学，同样注重跨差异的交际工作。对于额外的数据收集，该项目将采访课堂上的学生样本，以了解他们如何体验和解读老师的数学交流和互动。该项目将为教师提供具体的机会，以扩展他们进行这种互动数学工作的能力，并将开发和使用工具来跟踪他们不断发展的数学流畅性和协调性。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。

The fundamental demand of teaching is to see, hear, interpret, and extend students' current ideas and understanding. Students differ from their teachers--in age and gender identity, as well as racial identity, language, social class, and experience. These differences compound the complexity of communicating because implicit racial and gender biases affect teachers' orientations to seeing students' capabilities. This project will focus on (1) understanding what it is involved in communicating mathematically with students who represent and come from a range of different communities in the work of teaching and, based on this, (2) supporting teachers to do this work skillfully. This project seeks to understand and support the work of communicating mathematically across difference in ways that disrupt the marginalization of students underrepresented in mathematics. In the first phase of the project, the project will study teaching, with an eye to identifying the interactive mathematical work of teaching across difference. The second phase will involve designing and enacting specific interventions, based on progress in the first phase, to help practicing teachers shift from predominant patterns of overlooking or misinterpreting underrepresented students to focusing on students' strengths and developing fluency and attunement in hearing and talking across difference. Teaching has profound potential to support or impede students' opportunities to learn, as well as to develop their sense of themselves as capable mathematical thinkers and their interest in and persistence with mathematics in and outside of school. Teaching can broaden how mathematics is represented in school and can directly include rather than marginalize students. Project results will help focus teacher education development on these crucial skills, potentially increasing diverse participation in STEM education in profound and far reaching ways. This project is supported by the EHR Core Research Program, which supports fundamental research in STEM learning and learning environments, broadening participation in STEM, and STEM workforce development. This project seeks to identify how a special kind of mathematical fluency in action might contribute to improving both theory and practice with respect to the mathematical work of teaching across difference. The project team will analyze videotaped lessons grades 4-8 in a sample of classrooms with significant racial and linguistic diversity. The focus will be on listening to, interpreting, talking with, and responding to students to identify patterns in the demands of such interactive mathematical work. Analysis will focus on characterizing what mathematical fluency and attunement to students might mean and entail in practice. In addition, we will observe and document fifth grade and other mathematics instruction, similarly focusing on communicative work across difference. For the additional data collection, the project will interview samples of students in classrooms to learn how they are experiencing and interpreting their teachers' mathematical communication and interactions. The project will offer specific opportunities for teachers to extend their ability to do this interactive mathematical work and will develop and use tools for tracking their evolving mathematical fluency and attunement.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.