Collaborative Research: Developing and Researching K-12 Teacher Leaders Enacting Anti-bias Mathematics Education

越来越多的人认识到，让所有学生参与数学学习需要明确关注反偏见数学教学。教师，即使有积极的意图，也有偏见，导致他们区别对待学生，并影响他们如何分配学生在K-12数学课堂上学习的机会。需要对数学教师专业发展模型进行研究，以明确地解决减少偏见的问题。该项目的目标是研究以社区为中心、嵌入工作的课堂教师专业发展的设计和开发，以支持减少偏见。项目团队将与三个学区合作，为种族、民族、语言和社会经济多样化的社区提供服务，开展为期两年的专业发展计划。目的是通过以下方式减少偏见：与同事、学生和家庭一起分析和设计数学教学，以创建以社区为中心的数学课堂和学校；开展反偏见教学活动；与父母、看护人和社区成员建立关系。项目团队将研究教师领导的专业发展，包括专业发展模式、框架和工具，以及不同地区和年级的教师领导在教学实践中采用和使用的内容。这可能会对支持更公平的数学教学和领导产生更广泛的影响。项目活动、资源和工具将与更广泛的数学教育者和研究人员共享，以便在其他情况下使用。这个基于设计的两阶段研究项目的目标是迭代地设计和研究教师领导（TLs）参与以社区为中心、嵌入工作的专业发展，并调查其对教室、学校和地区的后续影响。该项目以现有的数学工作室专业发展模式为基础，创建了一个以社区为中心的数学工作室，并将反偏见数学教育框架整合到工作中。该项目旨在了解专业发展模式如何支持教师领导者在教学和领导反偏见数学教育方面的知识、性格和实践的发展，以及教师随后的课堂实践如何培养学生的数学参与、话语和兴趣。该项目将通过整合现有的课堂观察标准和STEM兴趣调查来衡量教师知识和课堂实践的各个方面，以评估对教师课堂实践和学生成绩的影响。该项目将在两年的时间里，利用以社区为中心的数学工作室模式，聘请12名教师和大约60名教师为这些教师提供专业培训，以支持反偏见的数学教学。将收集所有教师参与专业学习的相关数据，并跟踪六位教师进行额外的数据收集和深入的案例研究。该项目的成果将有助于建立理论，说明教师如何为教学建立适应性专业知识，并减少课堂、部门、学校和地区的偏见。此外，该项目将为反偏见教学和领导提供新的和适应的研究工具。研究成果将为描述K-12课堂公平数学教学性质的不断增长的研究基础提供补充，并为学生、教师和社区提供有意义的数学。探索研究preK-12项目（DRK-12）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。

There is increased recognition that engaging all students in learning mathematics requires an explicit focus on anti-bias mathematics teaching. Teachers, even with positive intentions, have biases, causing them to treat students differently and impacting how they distribute students’ opportunities to learn in K-12 mathematics classrooms. Research is needed to examine models of mathematics teacher professional development that explicitly addresses bias reduction. The goal of this project is to study the design and development of community-centered, job-embedded professional development for classroom teachers that supports bias reduction. The project team will partner with three school districts serving racially, ethnically, linguistically, and socio-economically diverse communities, for a two-year professional development program. The aim is to reduce bias through: analyzing and designing mathematics teaching with colleagues, students, and families to create classrooms and schools based on community-centered mathematics; engaging in anti-bias teaching routines; and building relationships with parents, caretakers, and community members. The project team will study teacher leader professional development, including the professional development model, framework, and tools, along with what teacher leaders across district contexts and grade-levels take up and use in their instructional practice. This will potentially have wider implications for supporting more equitable mathematics teaching and leadership. Project activities, resources, and tools will be shared with the broader community of mathematics educators and researchers for use in other contexts. The goal of this two-phase, design based research project is to iteratively design and research teacher leaders’ (TLs) participation in community-centered, job-embedded professional development and investigate their subsequent impact on classrooms, schools, and districts. The project builds on the existing Math Studio professional development model to create a Community Centered Math Studio, integrating the Anti-bias Mathematics Education Framework into the work. The project seeks to understand how the professional development model supports the development of teacher leaders' knowledge, dispositions, and practices for teaching and leading anti-bias mathematics education, and how teachers' subsequent classroom practice can cultivate students' mathematical engagement, discourse, and interests. The project will measure aspects of teacher knowledge and classroom practice by integrating existing classroom observation rubrics and STEM interest surveys to assess the impact on teacher classroom practice and student outcomes. The project will engage 12 TLs and approximately 60 additional teachers working with those TLs in two years of professional development using the Community Centered Math Studio Model to support anti-bias mathematics teaching. Data will be collected for all teachers related to their participation in the professional learning, with six teachers being followed for additional data collection and in-depth case studies. The project's outcomes will contribute to theories of how TLs build adaptive expertise for teaching and leading to reduce bias in classrooms, departments, schools, and districts. In addition, the project will contribute new and adapted research instruments on anti-bias teaching and leading. The research outcomes will add to the growing research base that describes the nature of equitable mathematics teaching in K-12 classrooms and increases access to meaningful mathematics for students, teachers, and communities.The Discovery Research preK-12 program (DRK-12) 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.