CAREER: Inviting all 21st century problem-solvers: Building equity by de-tracking middle school mathematics instruction

职业：邀请所有 21 世纪的问题解决者：通过打破中学数学教学的轨道来建立公平

• 批准号: 2336391
• 负责人: Jennifer Ruef
• 金额: $ 103.7万
• 依托单位: University of Oregon Eugene
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-07-01 至 2029-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2336391&HistoricalAwards=false
• 关键词: CAREER; Inviting; 21st; century; problem

Faced with increasing threats from climate change and social problems, the world needs 21st century problem solvers trained in science, technology, mathematics, and engineering (STEM). Students liking and believing they are good at math (positive math affect) is crucial to their continued study in STEM disciplines. Increasing the number of students with positive math affect and supporting their capacity to pursue STEM careers requires inclusive and effective mathematics course sequences. However, the practice of separating students into upper and lower-level math courses bars access to STEM fields for many students. Tracking organizes math coursework both within and across the secondary grades. Historically, tracking has organized students by race, class, gender, home language, and perceived ability—functioning as a gatekeeper for marginalized students. De-tracking pathways have the potential to diversify access to STEM fields. This project examines student and teacher experiences with the de-tracking of math sequences in a public school district in Western Oregon. It examines how a district-wide cohort of middle school students, as individuals and in groups, identify with and define what it means to be good at math, and how these identities shift over time as they progress through math sequences. It also establishes a partnership between a mathematics education researcher and a school district (Research Practice Partnership) to study changes in pedagogy, define problems of teaching practice, and design solutions as the district transitions to de-tracked classes. A better understanding of students’ and teachers’ experiences will support efforts to improve equity in STEM education and the diversity of STEM fields.This project focuses on the de-tracking of one school district’s math sequences; in particular, the project follows a cohort of middle school students in both tracked and de-tracked conditions. It aims to capture both individual math identities—how students relate to mathematics—and normative (group) identities—how students are recognized as competent math learners in public spaces. Math identity “portraits” are constructed by analyzing the students’ drawings of who or what math was to them, written responses on how they know when someone is “good at math,” and responses to a Semantic Differential survey designed to elicit beliefs about the five strands of math proficiency. Using mixed methods analysis, the project synthesizes the analysis of data collected from the students at three points in time to construct both individual student math identity “snapshots” that can then be compared across time as they move through tracked and de-tracked sequences. As the district moves to fully de-tracked middle school math pathways, the Research Practice Partnership will collectively determine which problems of practice are critical in supporting newly integrated math classes and examine evidence of multiple ways that students can legitimately show mathematical competence and foster productive mathematical dispositions. This will include adopting and evaluating new pedagogy, curriculum, and assessment methods. Increasing the diversity of students who are seen, and see themselves, as proficient math learners can increase the diversity of STEM participation.The award is funded by the Discovery Research preK-12 program (DRK-12) which 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.

面对气候变化和社会问题日益严重的威胁，世界需要受过科学、技术、数学和工程 (STEM) 培训的 21 世纪问题解决者。学生喜欢并相信自己擅长数学（积极的数学影响）对于他们的学习至关重要。增加具有积极数学影响的学生数量并支持他们追求 STEM 职业的能力需要包容性和有效的数学课程序列。然而，将学生分为高年级和低年级数学课程的做法阻碍了他们学习 STEM 的机会。许多领域从历史上看，跟踪按照种族、班级、性别、家庭语言和感知能力对学生进行组织——作为边缘化学生的看门人。该项目调查了俄勒冈州西部公立学区的学生和教师在数学序列脱轨方面的经历。并定义它是什么意味着擅长数学，以及随着数学序列的进展，这些身份如何随着时间的推移而变化。 它还在数学教育研究人员和学区之间建立了合作伙伴关系（研究实践合作伙伴关系），以研究教学法的变化，定义教学问题。随着学区向脱轨课堂过渡，更好地了解学生和教师的经验将有助于改善 STEM 教育的公平性和 STEM 领域的多样性。该项目的重点是脱轨。一个学区的数学序列；特别是，该项目跟踪了一群处于跟踪和非跟踪条件下的中学生，其目的是捕捉个人数学身份（学生如何与数学相关）和规范（群体）身份（学生如何被认为有数学能力）。数学身份“肖像”是通过分析学生画的数学对他们来说是谁或什么、他们如何知道某人“擅长数学”的书面回答以及对设计的语义差异调查的回答来构建的。引发对五股的信念该项目使用混合方法分析，对三个时间点从学生收集的数据进行综合分析，以构建个体学生的数学身份“快照”，然后可以在跟踪和取消跟踪时进行跨时间比较。随着学区转向完全脱离中学数学路径，研究实践合作伙伴关系将共同确定哪些实践问题对于支持新整合的数学课程至关重要，并检查学生可以合法地展示数学能力和培养富有成效的数学能力的多种方式的证据处置。将包括采用和评估新的教学法、课程和评估方法，增加学生的多样性，因为熟练的数学学习者可以增加 STEM 参与的多样性。该奖项由 Discovery Research preK-12 资助。计划 (DRK-12) 旨在通过研究和开发创新资源、模型和工具，显着提高 preK-12 学生和教师对科学、技术、工程和数学 (STEM) 的学习和教学。 DRK-12 计划建立在 STEM 教育的基础研究和先前的研究和开发工作的基础上，为拟议项目提供理论和实证依据。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进行评估，被认为值得支持审查标准。