CAREER: Understanding Latinx Students' Stories of Doing and Learning Mathematics

职业：了解拉丁裔学生做和学习数学的故事

• 批准号: 2036549
• 负责人: Carlos Gómez Marchant
• 金额: $ 85.12万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2036549&HistoricalAwards=false
• 关键词: CAREER; Understanding; Latinx; Students; Stories

Although the Latino population throughout the United States continues to increase, various researchers have shown that Latino students are often not afforded high quality learning experiences in their mathematics classrooms. As a result, Latino students are underrepresented in higher level mathematics courses and careers involving mathematics. Having a better understanding of Latino students' perspectives and experiences is imperative to improving their opportunities to learn mathematics. Yet, little research has made central Latinos students' perspectives of learning and doing mathematics, especially over a critical period of time like the transition from elementary to middle school. The goal of this study will be to improve mathematics teaching and learning for Latino youth as they move from upper elementary to early middle school mathematics classrooms. The project involves three major parts: investigating the policy, media, and oral histories of Latino families/communities to understand the context for participating Latino students’ mathematics education; exploring Latino students’ stories about their experiences learning and doing mathematics to understand these students’ perspectives; and creating documentary video portraitures (or composite cases) of participants stories about learning and doing mathematics that can be used in teacher preparation and professional development. Finally, the project will look across the experiences over the duration of the project to develop a framework that can be used to improve Latino students’ mathematics education experiences. This project will provide a window into how Latino students may experience inequities and can broaden mathematics educators’ views on opportunities to engage Latino students in rigorous mathematics. The project will also broaden the field’s understanding of how Latino students racial/ethnic and linguistic identities influence their experiences learning mathematics. It will also identify key factors that impact Latino students’ experiences in learning mathematics to pinpoint specific areas where interventions and programs need to be designed and implemented. An underlying assumption of the project is that carefully capturing and understanding Latino students’ stories can illuminate the strengths and resilience these students bring to their learning and doing of mathematics. This is a Faculty Early Career Development Program project responsive to a National Science Foundation-wide activity that offers the most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education. It was submitted to the Discovery Research K-12 program, which seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics by preK-12 students and teachers through research and development of innovative resources, models, and tools. This research project characterizes and analyses the developing mathematical identities of Latinx students transitioning from elementary to middle grades mathematics. The overarching research question for this study is: What are the developing stories of learning and doing mathematics of Latino students as they transition from elementary to middle school mathematics? To answer this question, this study is divided into three phases: 1) Understanding and documenting the historical context by examining policy documents, local newspaper articles, and doing focus group interviews with community members; 2) Using ethnographic methods over two years to explore students’ stories of learning and doing mathematics and clinical interviews to understand how they think about and construct arguments about mathematics (i.e., measurement, division, and algebraic patterning); and 3) Creating video-cases that can be used in teacher education. Traditional ways of teaching mathematics perpetuate images of who can and cannot do mathematics by not acknowledging contributions of other cultures to the mathematical sciences (Gutiérrez, 2017) and the way mathematics has become a gatekeeper for social mobility (Martin, Gholson, & Leonard, 2010; Stinson, 2004). Focusing on Latino students’ stories can illuminate teachers’ construction of equitable learning spaces and how they define success for their Latino students. The central hypothesis of this project is that elementary Latino students’ stories can identify how race and language are influential to their mathematical identities and how school and classroom practices may perpetuate inequities. Finally, the data and video-cases will then be used to develop a conceptual framework for understanding the development of the participating students’ developing mathematical identities. This framework will provide an in-depth understanding of the developing racial/ethnic, linguistic, and mathematical identities of the participating Latino students. The educational material developed (e.g. video documentaries, discussion material) from this project will be made available to all interested parties freely through the project website. The distribution of these materials, along with further understanding of Latino students' experiences learning mathematics, will help in developing programs and interventions at the elementary and middle grade level to increase the representation of Latino students in STEM careers. Additionally, identifying the key factors impacting Latino students' experiences in learning mathematics can pinpoint specific areas where interventions and programs still need to be designed and implemented. Future projects could include the assessment of these programs. This project will also inform the development of professional learning experiences for prospective and practicing teachers working with Latino or other marginalized students.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.

尽管美国各地的拉丁裔人口继续增加，但各种研究人员表明，拉丁裔学生通常在其数学课堂上没有提供高质量的学习经验。结果，拉丁裔学生在更高级别的数学课程中的人数不足，涉及数学。更好地了解拉丁裔学生的观点和经验对于改善他们学习数学的机会至关重要。然而，很少的研究使中央拉丁裔学生对学习和进行数学的看法，尤其是在一段关键的一段时间内，例如从小学到中学的过渡。这项研究的目的是在拉丁裔青年从上级小学到早期的数学课堂上改善数学教学和学习。该项目涉及三个主要部分：调查拉丁裔家庭/社区的政策，媒体和口述历史，以了解参与拉丁裔学生的数学教育的背景；探索拉丁裔学生关于学习和做数学的经验的故事，以了解这些学生的观点；并创建有关参与者的纪录片视频肖像（或复合案例），内容涉及可以用于教师准备和专业发展的学习和进行数学的故事。最后，该项目将在项目期间浏览经验，以开发一个框架，该框架可用于改善拉丁裔学生的数学教育经验。该项目将提供一个窗口，了解拉丁裔学生如何体验不平等，并可以扩大数学教育者对与拉丁裔学生进行严格数学的机会的看法。该项目还将扩大该领域对拉丁裔学生如何种族/种族和语言身份如何影响他们学习数学的经历的理解。它还将确定影响拉丁裔学生学习数学经验的关键因素，以查明需要设计和实施干预和计划的特定领域。该项目的一个基本假设是，仔细捕捉和理解拉丁裔学生的故事可以阐明这些学生为学习和数学所带来的优势和韧性。这是一项教师早期职业发展计划项目项目，响应全国科学基金会范围的活动，该计划提供了最有声望的奖项，以支持早期职业教师，他们有可能在研究和教育中充当学术榜样。它已提交给Discovery Research K-12计划，该计划旨在通过PreK-12学生和教师的创新资源，模型和工具的研究和开发，从而大大提高PreK-12学生和教师的科学，技术，工程和数学的学习和教学。该研究项目表征并分析了从小学到中级数学过渡的拉丁裔学生的发展数学身份。这项研究的总体研究问题是：在从小学到中学数学过渡时，学习和做数学的发展故事是什么？为了回答这个问题，这项研究分为三个阶段：1）通过检查政策文件，当地报纸文章以及与社区成员进行焦点小组访谈，理解和记录历史背景； 2）使用民族志方法在两年内探索学生的学习和进行数学和临床访谈的故事，以了解他们如何看待并构建有关数学的论点（即测量，分裂和代数模式）； 3）创建可用于教师教育的视频箱。传统的教学数学方式可以通过不承认其他文化对数学科学的贡献（Gutiérrez，2017）以及数学的方式已成为社会流动性的守护者（Martin，Gholson，＆Leonard，＆Leonard，2010; Stinson，2004年）。专注于拉丁裔学生的故事可以阐明教师建立公平的学习空间，以及他们如何为拉丁裔学生定义成功。该项目的核心假设是，小学拉丁裔学生的故事可以确定种族和语言对他们的数学身份以及学校和课堂实践如何使不平等的影响。最后，数据和视频盒将用于开发一个概念框架，以了解参与学生发展数学身份的发展。该框架将对参与的拉丁裔学生的发展种族/种族，语言和数学身份提供深入的了解。该项目开发的教育材料（例如，视频纪录片，讨论材料）将通过项目网站自由地提供给所有感兴趣的各方。这些材料的分布，以及对拉丁裔学生学习数学的经验的进一步了解，将有助于在小学和中年级开发计划和干预措施，以增加拉丁裔学生在STEM职业中的代表性。此外，确定影响拉丁裔学生在学习数学方面的经验的关键因素可以确定仍需要设计和实施干预措施和计划的特定领域。未来的项目可能包括对这些计划的评估。该项目还将为与拉丁裔或其他边缘化学生一起工作的潜在和实践教师的专业学习经验的发展提供信息。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，通过评估来诚实地支持支持。

项目成果

PARENTS AS FACILITATORS: UTILIZATION OF BILINGUAL LANGUAGING PRACTICES DURING MATHEMATICAL PROBLEM SOLVING

家长作为促进者：在解决数学问题时利用双语实践

• 发表时间: 2022
• 期刊: Proceedings of the 49th Annual Meeting of the Research Council on Mathematics Learning
• 作者: Sánchez Gutiérrez, G.;Jones, S. R.;Johnson, A. R.;Méndez Pérez, K.;Burgess, C. F.;Aguilar, A.;Gómez Marchant, C. N.
• 通讯作者: Gómez Marchant, C. N.

"Simply a matter of numbers": Public Commentators' Construction of a Mathematical Model of Equality Perpetuating the Myth of Mathematic as Objective and Neutral

“简单的数字问题”：公众评论家构建的平等数学模型延续了数学客观中立的神话

• 发表时间: 2023
• 期刊: Electronic journal for research in science mathematics education
• 作者: Gómez Marchant, C. N.;Aguilar, A. R.;Gargroetzi, E. C.
• 通讯作者: Gargroetzi, E. C.