Collaborative Research: Promoting Equity in Early Mathematics Education for Latinx Children in Head Start Programs

合作研究：在启蒙计划中促进拉丁裔儿童早期数学教育的公平性

• 批准号: 2224247
• 负责人: Smirla Ramos-Montanez
• 金额: $ 96.96万
• 依托单位: TERC Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-05-15 至 2027-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2224247&HistoricalAwards=false
• 关键词: Collaborative; Research; Promoting; Equity; Early

Mathematics learning in early childhood lays a foundation for ongoing engagement with math and STEM, supports development across a variety of other domains like reading, and is an important predictor of long-term academic achievement. Given the importance of early math, researchers and educators have created a variety of classroom-focused resources to support mathematical learning, thinking, and skill development. However, many of these resources do not take into account the important roles that parents, and the home learning environment play in supporting math learning and engagement. Current efforts also do not go far enough in countering deficit perspectives on families and moving beyond engagement strategies and activity structures based primarily on cultural models of learning from White, monolingual, middle- and upper-class communities. To achieve a new vision of equitable math learning in early childhood, it is important to disrupt power hierarchies between minoritized families and schools and reposition parents as central to children’s mathematics learning. Educators and researchers must also reconceptualize traditional ideas about math that are rooted in histories of marginalization and discrimination.To advance approaches for addressing these systemic barriers, the project, Viviendo Matematicas, will conduct an equity-informed design-based implementation research (DBIR) study with the goal of developing a potentially transformative model for collaborating with Latinx families and early childhood educators to shape a more equitable vision of mathematics education in the preschool years. Partnering with Head Start educators in Portland, OR, and New York, NY and Latinx parents with preschool-age children (3–5 years) who are Head Start eligible based on the household's lower income, the project will extend prior equity work by using dialogic and asset-based approaches to amplify existing math knowledge and practices within families, broaden our collective understanding and appreciation of mathematics inside and outside the classroom, and identify design principles for parent educator collaborations that can be shared with other communities. Through the iterative, community-based design process, the project will deliver: (a) a strength-based framework describing Latinx early childhood math practices, (b) a program model and associated resources for supporting parent-educator math dialogue groups, and (c) design principles and theoretical frameworks underlying the dialogue program and how it supports a more equitable vision of math learning. By reorganizing traditional relationships between parents and school, the project seeks to empower Latinx parents and families as equal partners and advocates for their children’s education, as well as support the creation of sustainable resources for Head Start programs in our communities that align with families’ goals and values.This collaborative project is funded through the Racial Equity in STEM Education program (EDU Racial Equity). The program supports research and practice projects that investigate how considerations of racial equity factor into the improvement of science, technology, engineering, and mathematics (STEM) education and workforce. Awarded projects seek to center the voices, knowledge, and experiences of the individuals, communities, and institutions most impacted by systemic inequities within the STEM enterprise. This program aligns with NSF’s core value of supporting outstanding researchers and innovative thinkers from across the Nation's diversity of demographic groups, regions, and types of organizations. Programs across EDU contribute funds to the Racial Equity program in recognition of the alignment of its projects with the collective research and development thrusts of the four divisions of the directorate.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.

幼儿期的数学学习为持续参与数学和 STEM 奠定了基础，支持阅读等其他各个领域的发展，并且是长期学术成就的重要预测因素。创建了各种以课堂为中心的资源来支持数学学习、思维和技能发展，但是，其中许多资源没有考虑到父母和家庭学习环境在支持数学学习和参与方面所发挥的重要作用。在对抗赤字观点方面也做得不够为了实现幼儿期公平数学学习的新愿景，重要的是要打破权力等级制度。教育者和研究人员还必须重新概念化植根于边缘化和歧视历史的传统数学观念。为了推进解决这些系统性障碍的方法，Viviendo 项目将父母重新定位为儿童数学学习的中心。 Matematicas 将开展一项基于公平的基于设计的实施研究 (DBIR) 研究，旨在开发一种潜在的变革模型，与拉丁裔家庭和幼儿教育工作者合作，塑造更公平的学前数学教育合作愿景。俄勒冈州波特兰市和纽约州纽约市的 Head Start 教育工作者以及有学龄前儿童（3-5 岁）且因家庭收入较低而符合 Head Start 资格的拉丁裔家长，该项目将通过使用对话式方法扩展之前的公平工作和基于资产的方法可以扩大家庭中现有的数学知识和实践，扩大我们对课堂内外数学的集体理解和欣赏，并确定可以通过迭代的社区与其他社区共享的家长教育者合作的设计原则。基于设计流程，该项目将提供：(a) 描述拉丁裔幼儿数学实践的基于优势的框架，(b) 用于支持家长教育者数学对话小组的项目模型和相关资源，以及 (c) 设计原则和理论对话计划的基础框架及其支持方式通过重组家长和学校之间的传统关系，该项目旨在使拉丁裔家长和家庭成为平等的合作伙伴并倡导其孩子的教育，并支持为启蒙计划创造可持续资源。我们的社区与家庭的目标和价值观相一致。这个合作项目是通过 STEM 教育计划中的种族平等（EDU 种族平等）资助的。该计划支持研究和实践项目，这些项目如何将种族平等因素纳入科学的进步，技术、工程和数学(STEM) 教育和劳动力。该计划旨在集中受 STEM 企业内系统性不平等影响的个人、社区和机构的声音、知识和经验。该计划符合 NSF 支持杰出研究人员和创新的核心价值观。来自全国不同人口群体、地区和组织类型的思想家为种族平等计划提供资金，以表彰其项目与四个部门的集体研究和发展目标的一致性。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。