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.

幼儿时代的数学学习为持续参与数学和STEM的互动奠定了基础，该基础支持在阅读等许多其他领域的发展，并且是长期学术成就的重要预测指标。鉴于早期数学的重要性，研究人员和教育工作者创造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的重要作用，而家庭学习环境在支持数学学习和参与方面发挥了作用。目前的努力在反对家庭的赤字观点以及主要基于从白人，单语，中产阶级和上层社区学习的文化模型之外而超越了参与策略和活动结构方面的努力也不够远。为了在童年时期实现公平数学学习的新愿景，在少数家庭和学校之间的权力等级结构和重新定位父母是孩子数学学习的核心，这一点很重要。教育工作者和研究人员还必须重新概念化有关数学的传统观念，植根于边缘化和歧视历史。为了解决这些系统性障碍的方法，该项目，Viviendo Matematicas，将进行一项基于公平的基于公平的基于公平的设计实施研究（DBIR），其目标是为了开发与Latinx Familys合作的潜在变革模型，以实现与Latinx Formessors的合作，以实现等式的教育，以实现Latinx Formalsor的合作，以实现这一模型，以实现Latinx Formalsor的合作，以实现Latinx Formalsor的合作，以实现这一模型，以实现Latinx Formalsor的合作。学龄前年。与在俄勒冈州波特兰市的Head启动教育家合作，纽约，纽约和拉丁裔父母与学龄前儿童（3-5岁），他们的头部有资格根据家庭的较低收入来符合条件，该项目将通过对话和资产基于对话和资产的方法来扩展先前的公平工作，以使用对话和资产的方法来扩大我们在家庭中的范围，并在家庭中进行集体的了解，并在本领域内识别教育和范围，并探讨了教育的成本，并以范围的是，并探讨了教育的成本，并以范围的是，并探讨了教育的成本，并以范围的是，并探讨了教育的成本，并以外的是内在的数学专业，并以外的方式进行数学的兴趣，并以外的方式进行数学的专业，并以此为中心。可以与其他社区共享。通过迭代，基于社区的设计过程，该项目将提供：（a）一个基于力量的框架描述拉丁裔早期儿童数学实践，（b）一个计划模型和相关资源，用于支持父母教育者数学对话组，以及（c）设计原理和理论框架对话对话计划以及如何支持更公平的数学学习视觉。通过重新组织父母与学校之间的传统关系，该项目旨在使拉丁裔父母和家庭成为平等的伴侣和倡导者的孩子教育的倡导者，并支持在我们的社区中为家庭的目标和价值观符合的社区中的可持续资源创造可持续资源。该协作项目是通过STEM Educition计划（Edu Racial Equility的种族公平）资助的。该计划支持研究和实践项目，这些项目研究了对种族资产的考虑如何改善科学，技术，工程和数学（STEM）教育和劳动力。授予的项目旨在将个人，社区和机构的声音，知识和经验集中在STEM企业中最受系统性不平等影响。该计划与NSF的核心价值保持一致，即支持来自全国各种人口群体，地区和组织类型的杰出研究人员和创新思想家。 EDU的计划向种族平等计划捐款，以表彰其项目与该局四个部门的集体研究和发展的一致性。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响来通过评估来支持的。