Empowering Students with Choice through Equitable and Interactive Mathematical Modeling (EIM2)

该项目旨在创建和研究一个公平和互动的数学建模（EIM 2）计划，将学生定位为自己学习的决策者。尽管将学生的生活经验与他们的数学学习联系起来很有价值，但事实证明，在课堂环境中，这一策略的实际实施具有挑战性。EIM 2通过支持学生参与公平的数学建模来解决这个问题，这是一个通过公平的透镜使用数学分析和量化场景的过程。EIM 2计划涉及与六年级和七年级学生的合作，与他们的数学教师的专业学习社区系列，以及创建托管EIM 2模块的动态在线平台。EIM 2动态在线平台允许学生根据自己的兴趣轻松选择场景，通过视觉和动画体验场景，并比较，综合和完善他们的数学思想。程序开发将以设计原则和假设的学习过程为指导，支持学生的文化能力，他们对多种数学解决方案的评估，以及他们的数学身份发展。使用基于多层设计的研究和混合方法，EIM 2计划将通过多次迭代进行持续评估和改进，以确保可用性和有效性。在为期四年的项目中，该项目将（1）探索EIM 2计划的性质和影响，评估它如何促进所有学生（包括种族和民族少数群体学生）在课堂环境中学习的共同愿景;（2）研究学生参与EIM 2是否以及如何支持他们在数学方面的成就和身份发展;以及（3）了解教师如何实施EIM 2，以及他们是否会随着时间和环境的变化而改变他们对建模的态度。该项目填补了一个理论上的空白，可扩展的设计模型的交互式数学建模课程，是文化上持续的学生。我们的模型通过改造现有的课程，以反映学生的生活经验，促进他们的主动学习，利用数字课程的互动性，提高了当前的数学建模实践。我们提出的工作有可能通过共同创建基于资产的教学材料，对STEM教育产生变革性的影响，这些教学材料建立在对学生的深刻理解基础上，可适用于其他STEM教育研究领域。发现研究preK-12计划（DRK-12）旨在显着提高科学，技术，工程和数学（STEM）的preK-12学生和教师，通过研究和开发创新的资源，模型和工具。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 aims to create and study an Equitable and Interactive Mathematical Modeling (EIM2) program that positions students as decision makers in their own learning. Despite the value of connecting students’ life experiences with their mathematical learning, the practical implementation of this strategy has proven challenging in a classroom setting. EIM2 addresses this issue by supporting students to engage in equitable mathematical modeling, a process of using mathematics to analyze and quantify scenarios through a lens of equity. The EIM2 program involves collaborations with sixth and seventh grade students, a professional learning community series with their mathematics teachers, and the creation of the dynamic, online platform that hosts EIM2 modules. The EIM2 dynamic online platform allows students to easily select scenarios based on their interests; experience the scenarios with visuals and animations; and compare, synthesize, and refine their mathematical ideas.The program development will be guided by design principles and hypothesized learning processes that support students’ cultural competence, their evaluations of multiple mathematical solutions, and their mathematical identity development. Using multi-tier design-based research and a mixed-methods approach, the EIM2 program will be continuously evaluated and refined through multiple iterations to ensure usability and efficacy. Over the four-year project span, this project will (1) explore the nature and impact of the EIM2 program, assessing how it promotes a shared vision for the learning of all students, including racially and ethnically minoritized students, in classroom settings; (2) examine whether and how students’ engagement in EIM2 supports their achievement and identity development in mathematics; and (3) understand how teachers enact EIM2 and whether they change their attitudes toward modeling over time and across contexts. The proposed project fills a theoretical gap related to scalable design models for interactive mathematical modeling curricula that are culturally sustaining for students. Our model improves upon current practices of mathematical modeling by transforming existing curricula to reflect students’ lived experiences and to foster their active learning, leveraging the interactive nature of digital curricula. Our proposed work has the potential to be transformative for STEM education through the co-creation of asset-based instructional materials built on a deep understanding of students, which can be applicable for other STEM education fields of study.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.