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.

创造和证明数学主张是数学教育的一个重要学习目标和有价值的成果，为了促进公平的学习成果，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来实现这一目标。这项试点研究的成果是：（1）关于学生参与数学论证如何促进公平结果的基于实践的基础知识，以及（2）设计原则和教学举措的初步框架，使学生参与数学论证以实现公平目标。该项目的根本贡献是带来数学课堂上数学论证和公平学习的共同研究取决于他们的能动性和对复杂数学的了解，数学论证的讨论可以为学生发展能动性提供环境，也可以为教师为学生提供机会。该项目探讨了两个研究问题，首先，数学论证的实践如何为教师促进获取和代理提供支持？第二，教师如何让学生在课堂上进行论证，以实现更加公平的目标。康涅狄格州的高中有两个研究中心密歇根州的教师将在学习小组中探索数学合理性和公平性。数据收集包括学习小组会议的录音、访谈和录像课程观察。数据分析将包括创建带注释的时间表来记录教师对话的进度。将开发一个框架来记录教师的行动，以支持学生在数学论证方面的参与和代理。该项目得到了 NSF 的 EHR 核心研究 (ECR) 计划的支持，该计划强调产生基础的 STEM 教育研究。中的基础知识该项目在重要、广泛和持久的关键领域进行投资：STEM 学习和 STEM 学习环境、扩大 STEM 的参与以及 STEM 劳动力发展。解释并建议干预措施和创新，以解决教育领域持续存在的挑战。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。