Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI)

数学教学公平性和访问量规的验证 (VEAR-MI)

• 批准号: 2326588
• 负责人: Jonee Wilson
• 金额: $ 229.65万
• 依托单位: University of Virginia Main Campus
• 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: 2023-06-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2326588&HistoricalAwards=false
• 关键词: Validation; Equity; Access; Rubrics; Mathematics

High-quality mathematics instruction remains uncommon and opportunities for students to develop the mathematical understanding are not distributed equally. This is particularly true for students of color and students for whom English is not their first language. While educational research has made progress in identifying practices that are considered high-quality, little attention has been given to specific instructional practices that support historically marginalized groups of students particularly as they participate in more rigorous mathematics. The main goal is to validate a set of rubrics that attend to the existence and the quality of instructional practices that support equity and access in mathematics classes. In addition, the project team will clarify the relationships between the practices outlined in the rubrics and aspects of teachers' perspectives and knowledge as well as student learning outcomes.This project will make use of two existing large-scale datasets focusing on mathematics teachers to develop rubrics on mathematics instructional quality. The datasets include nearly 3,000 video-recorded mathematics lessons and student achievement records from students in Grades 3 through 8. The four phases of this research and development project include training material development, an observation and rubric generalizability study, a coder reliability study, and structural analysis. Data analysis plans involve case studies, exploratory and confirmatory factor analyses, and cognitive interviews. The Discovery Research preK-12 program (DRK-12) 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 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.

高质量的数学指导仍然很少见，学生发展数学理解的机会并未平等分发。对于有色学生和英语不是母语的学生而言，尤其如此。尽管教育研究在确定被认为是高质量的实践方面取得了进展，但对支持历史上边缘化的学生群体的特定教学实践很少关注，尤其是他们参与更严格的数学时。主要目标是验证一套专注于支持数学课程公平和访问权限的教学实践质量的标题。此外，项目团队将阐明在专栏和教师观点和知识方面概述的实践之间的关系，以及学生的学习成果。该项目将利用两个现有的大规模数据集，这些数据集中着重于数学教师，以开发数学教学质量上的错误。 这些数据集包括近3,000个视频录制的数学课程以及3至8年级的学生的学生成就记录。该研究和发展项目的四个阶段包括培训材料开发，观察和标题可概括性研究，编码器可靠性研究以及结构分析。数据分析计划涉及案例研究，探索性和确认性因素分析以及认知访谈。 Discovery Research Prek-12计划（DRK-12）试图通过研究和开发创新资源，模型和工具来显着增强PreK-12学生和教师的科学，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，为拟议项目提供了理论和经验的理由。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审查标准通过评估来进行评估的。