CAREER: Affirming Bilingual Children’s Participation in Mathematics

该项目将在参与数学教育的两个方面贡献新的知识。首先，本研究旨在了解种族观念如何影响教师、未来教师和研究人员如何评估双语儿童如何使用他们的语言和动作参与数学活动。其次，它将探索如何对抗赤字观点，这种观点影响教师、职前教师和研究人员对这些多种参与方式的看法，认为它们不如传统上认为的有意义的参与。该项目有可能通过帮助教师开发孩子们可以根据自己的条件参与的数学教室来改善双语儿童的福祉。该项目还将为教师和职前教师提供研究能力，以便在项目期间之后可能改变他们自己的教室。这些转变可能会鼓励更多的双语儿童在未来从事数学相关领域的职业。本项目旨在回答一个重要的研究问题：教师和研究人员如何确认双语儿童在数学课堂上的非规范性参与？采用参与式设计研究方法，该项目将结合种族语言学视角和具身认知：(1)引出儿童对参与的看法；(2)与在职教师和在职教师共同设计课程；(3)共同分析儿童参与这些课程的语言和具身方式。PI将与二年级、三年级和四年级的儿童和教师合作，包括在两所学校（6名教师和大约250名儿童）每个年级开设一间教室。两所参与学校中不同种族和语言背景的儿童提供了一个独特的机会来了解儿童的语言和具体参与是如何在种族和语言差异的情况下合法化和非合法化的。以译语和定性社会网络分析为重点的语篇分析将强调学生如何使用语言和具身参与来产生数学意义。研究结果将支持教育工作者肯定不同种族和语言的学生独特的参与方式。该职业建议由探索研究preK-12计划（DRK-12）资助，该计划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。

This project will contribute new knowledge on two aspects of participation in mathematics education. First, this research aims to understand how perceptions of race influence how teachers, future teachers, and researchers assess how bilingual children use their languages and movement to participate in mathematical activity. Second, it will explore ways to counter deficit views that influence teachers’, preservice teachers’, and researchers’ perceptions of these multiple ways of participating as inferior to what is traditionally considered as meaningful participation. The project has the potential to improve bilingual children’s wellbeing by helping teachers to develop mathematics classrooms where children can participate on their own terms. This project will also equip teachers and preservice teachers with the research capacity to potentially transform their own classrooms beyond the duration of the project. These transformations may encourage more bilingual children to pursue careers in mathematics-related fields in the future.This project seeks to answer the overarching research question: How can teachers and researchers affirm bilingual children’s non-normative participation in mathematics classrooms? Using a participatory design research methodology, the project will bring together a raciolinguistic perspective and embodied cognition to: (1) elicit children’s perspectives on participation, (2) co-design lessons with pre- and in-service teachers, and (3) co-analyze children’s linguistic and embodied ways of participating in these lessons. The PI will collaborate with children and teachers in second, third, and fourth grade, including one classroom per grade level in two schools (six teachers and approximately 250 children). The contrasting racial and linguistic backgrounds of children in the two participating schools offer a unique opportunity to learn about the how children’s linguistic and embodied participation is legitimized and delegitimized given their racialized and linguistic differences. Discourse analysis with a focus on translanguaging and qualitative social network analysis will highlight how students use linguistic and embodied participation to make mathematical meaning. Findings will support educators in affirming racially and linguistically diverse students’ unique ways of participating. This CAREER proposal is funded by The Discovery Research preK-12 program (DRK-12), which 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.