Attributions of Mathematical Excellence in Teaching and Learning

教师的信念影响他们的教学决策，这些决策塑造了所有学生的数学学习机会。考虑到历史上在数学方面被边缘化的群体，包括女孩和有色人种学生的学习机会，这一点尤为重要。有几个有效的，具体的数学工具来衡量教师的信念有关的种族，民族和性别的数学学习。本项目旨在通过开发和验证一种调查工具，调查教师对他们如何解释数学教育成果中系统性种族和性别差异的信念，并探讨这些信念如何影响他们的教学。该项目的中心假设是，教师对数学优秀归因的信念与学生的种族和性别身份相互作用，导致在同一数学教室中学生获得的学习机会中的种族和性别不平等。这些信念的基础可能是归因于遗传、社会或个人特征，这些特征基于对数学卓越来源的偏见和不准确的概念。为了实现该项目的主要目标，该项目将进行三个相互关联的研究。(1)归因和项目研究将使用与教师，教师教育工作者和研究人员的访谈来编写，试点和完善项目，以建立可靠性和构建数学卓越归因量表（艾姆斯）的代表性。(2)结构关系研究将提供内部结构的有效性证据以及与其他变量的关系，包括已建立的股权工具，以及隐性偏见的衡量标准。与样本子集相关的学生测试数据将用于比较艾姆斯分数与成绩中的种族和性别平等。这项研究将扩大到包括在职和在职教师的样本，并使用各种数据来源，包括访谈，调查和课堂观察。(3)课堂研究将比较艾姆斯分数与课堂教学中种族和性别平等的直接观察。通过工具的开发和分数的分析，项目团队将能够规划和设计有可能解决偏见来源的教师专业学习机会。发现研究preK-12计划（DRK-12）旨在显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学，通过研究和开发创新资源、模式和工具。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。

Teachers’ beliefs influence their instructional decisions and these decisions shape the mathematical learning opportunities for all students. This is particularly important when considering the learning opportunities for groups that have historically been marginalized in mathematics, including girls and students of color. There are few validated, mathematics-specific instruments that measure teachers’ beliefs about mathematics learning related to race, ethnicity, and gender. This project seeks to investigate teachers’ beliefs related to how they explain the systemic racial and gender differences in mathematics education outcomes by developing and validating a survey instrument and to explore how those beliefs might impact their teaching. The central hypothesis of the project is that teachers’ beliefs about attributions of mathematical excellence interact with students’ racial and gender identities to cause racial and gender inequity in the learning opportunities available to students in the same mathematics classrooms. The basis of these beliefs may be attributions to genetic, social, or personal characteristics that are based in biased and inaccurate conceptions of the sources of mathematical excellence.In order to achieve the project's main aims, the project will conduct three interrelated studies. (1) The Attributions and Items study will use interviews with teachers, teacher educators, and researchers to write, pilot, and refine items to establish reliability and construct representation of the Attributions of Mathematical Excellence Scale (AMES). (2) The Structure & Relations Study will provide validity evidence of internal structure and relations with other variables, including established equity instruments, and a measure of implicit bias. Student test data linked with a subset of the sample will be used to compare AMES scores with race and gender equity in achievement. This study will be expanded to include samples of preservice and inservice teachers and use a variety of data sources including interviews, surveys and classroom observation. (3) The Classroom Study will compare AMES scores with direct observation of race and gender equity in classroom instruction. Through the development of the instrument and analysis of scores, the project team will be able to posit and design teacher professional learning opportunities that have the potential to address the sources of bias.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.