CAREER: Advancing Equity in Middle School Mathematics by Engaging Students and Families of Color in Participatory Design Research

职业：通过让有色人种学生和家庭参与参与式设计研究来促进中学数学的公平

• 批准号: 2144506
• 负责人: Nicole Louie
• 金额: $ 121.96万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-05-15 至 2027-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2144506&HistoricalAwards=false
• 关键词: CAREER; Advancing; Equity; Middle; Mathematics

Schools and districts around the country seek to address racial inequities, yet vast disparities in learning opportunities, outcomes, and experiences persist. Furthermore, those who bear the heaviest burdens of racial injustice—namely, students of color and their families—are rarely meaningfully included in conceptualizing and implementing equity-oriented initiatives. Policymakers and administrators have often treated curricular and pedagogical change as something that should be done to or for these students and families, not with or by them. The proposed project seeks to investigate the possibilities and challenges of using a participatory approach to research and design, centering Black, Indigenous, Latinx, and Hmong students and their families in imagining and creating change. This approach has the potential to disrupt inequitable practices of mathematics education as well as undemocratic processes for making decisions about mathematics education. Further, it will be a catalyst for developing racially just practices and processes in mathematics education. This CAREER award 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 project is also supported by the Racial Equity in STEM Education program (EHR Racial Equity), which supports projects that advance racial equity in STEM education and workforce development through research and practice.This project will generate new knowledge about the possibilities and limitations of participatory design research (PDR) as a method for advancing equity in mathematics education through PDR cycles at three middle schools over the five years of the project. These cycles include families of color participating in mathematical activity, sharing their experiences, collecting data germane to their experiences, and making recommendations to create more equitable practices and policies in mathematics education. Thus, PDR cycles provide a more democratic and egalitarian means of understanding and addressing social problems than traditional research methods. Educational activities culminating from this research include the development of graduate-level curriculum related to PDR. This project will also contribute groundbreaking evidence of how families, educators, and school leaders can use PDR to shift power dynamics and make systemic change in mathematics education by centering the voices and knowledge of students of color and their families. It will add to the small body of literature regarding how students of color and their families understand racial equity and justice in mathematics education. Their perspectives are essential to inform equity- and justice-oriented research and practice.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.

全国各地的学校和地区寻求解决种族不平等，但在学习机会，成果和经验方面的巨大分布仍然存在。此外，那些承受种族伤害最严重的伯恩斯（即有色人种及其家人）的人很少有意义地包括在概念化和实施面向股权的倡议中。政策制定者和管理人员经常将课程和教学变更视为应该对这些学生和家庭（而不是与他们或与他们在一起的事情）所做的事情。拟议的项目旨在调查使用参与方法进行研究和设计的可能性和挑战，以黑人，本土，拉丁裔和苗族学生及其家人的想象和创造变化。这种方法有可能破坏数学教育的不平等实践，以及为数学教育做出决定的不民主过程。此外，该职业奖是由Discovery Research PreK-12计划（DRK-12）资助的，该计划旨在通过PreK-12学生和教师通过创新资源，模型和工具的研究和开发来大大增强科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，这些研究为拟议项目提供了理论和经验的理由。该项目还得到了STEM教育计划（EHR种族公平）的种族平衡的支持，该项目支持通过研究和实践通过研究和实践来提高STEM教育和劳动力发展的种族公平性。该项目将为参与设计研究（PDR）的可能性和局限性提供新的知识，作为通过PDR Cycles在五年中跨越五年中的五年级的数学教育方法中的公平性。这些周期包括参加数学活动的有色人种，分享他们的经验，将数据宣传到他们的经验中，并提出建议，以创建数学教育中更公平的实践和政策。与传统研究方法相比，PDR周期为理解和解决社会问题提供了一种更民主和平等的理解和解决社会问题的手段。这项研究最终的教育活动包括开发与PDR相关的研究生级课程。该项目还将为家庭，教育工作者和学校领导者如何利用PDR来转移动力动力并通过以有色人种及其家人的声音和知识来改变数学教育的系统性变化，并为如何使用PDR来改变动力动力，从而为开创性的证据提供开创性的证据。关于有色人种及其家人如何了解数学教育中的种族平等和正义的文献，它将增加一些文献。他们的观点对于为公平和司法的研究和实践提供信息至关重要。该奖项反映了NSF的法定使命，并使用基金会的知识分子优点和更广泛的影响审查标准，被视为通过评估来获得珍贵的支持。