Collaborative Research: Advancing Equity Goals in Secondary Classrooms by Incorporating Mathematical Justification in Teaching

合作研究：通过在教学中纳入数学论证来推进中学课堂的公平目标

• 批准号: 2201858
• 负责人: Megan Staples
• 金额: $ 14.59万
• 依托单位: University of Connecticut
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-15 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201858&HistoricalAwards=false
• 关键词: Collaborative; Research; Advancing; Equity; Goals

Creating and justifying mathematical claims is an essential learning goal and valued outcome of a mathematics education. To advance equitable learning outcomes, it is essential that teachers pursue this goal in ways that ensure every student has opportunities to develop and share justifications in their classrooms. The intended outcomes of this pilot study are: (1) practice-grounded, foundational knowledge about how students’ participation in mathematical justification can advance equity outcomes, and (2) an initial framework for design principles and teaching moves that engage students in mathematical justification to advance equity goals.The fundamental contribution of this project is bringing together research about mathematical justification and equitable learning in mathematics classrooms. Students’ engagement in mathematics depends on their sense of agency and access to complex mathematics. Discussions of mathematical justification can provide a context for students to develop agency and for teachers to provide students with access to understanding mathematical ideas. The project explores two research questions. First, in what ways is the practice of mathematical justification an affordance for teachers to promote access and agency? Second, how do teachers engage students in justification in their classroom to advance toward more equitable instructional outcomes? There are two research sites at high schools in Connecticut and Michigan. Teachers will work in study groups to explore mathematical justification and equity. Data collection includes recordings of study group meetings, interviews, and video-recorded lesson observations. Data analysis will include creating an annotated timeline to document the progress of teachers’ conversations about equity and mathematical justification. A framework will be developed to document teacher moves that support students’ access and agency in mathematical justification. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in education.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.

创建和证明数学主张是一个基本的学习目标，也是数学教育的有价值的结果。为了提高公平的学习成果，教师必须以确保每个学生都有机会在课堂上发展和分享理由的方式购买此目标。这项试点研究的预期结果是：（1）关于学生如何参与数学合理的基础知识，可以提高公平成果，（2）设计原理和教学的初始框架，使学生参与数学上的合理性，以促进公平目标，以提高公平目标。该项目的基本贡献是使数学上的数学学习的基本贡献，使数学学术的基础研究融合了数学学习。学生参与数学的参与取决于他们的代理意识和获得复杂的数学。关于数学合理性的讨论可以为学生提供代理机构的背景，并让教师为学生提供了解数学思想的访问。该项目探讨了两个研究问题。首先，数学理由的实践是什么方面的实践来促进教师促进访问和代理的负担？其次，教师如何让学生参与课堂以迈向更公平的教学成果？康涅狄格州和密歇根州的高中有两个研究站点。教师将在研究小组中努力探索数学上的理由和公平。数据收集包括研究小组会议，访谈和视频记录的课程观察的记录。数据分析将包括创建一个带注释的时间表，以记录教师关于公平和数学合理性的对话的进度。将开发一个框架来记录教师的举动，以支持学生在数学上的访问和代理。该项目得到了NSF的EHR核心研究（ECR）计划的支持。 ECR计划强调了基本的STEM教育研究，该研究在该领域产生了基础知识。投资是在重要，广泛和结束的关键领域进行的：STEM学习和STEM学习环境，扩大参与STEM以及STEM劳动力的发展。该计划支持积累强大的证据，以告知努力，以理解，建立理论来解释理论，并提出干预和创新，以应对教育中的持续挑战。该奖项反映了NSF的法定使命，并被认为是通过基金会的知识分子的智力优点和更广泛的影响来评估来支持支持的。