CAREER: Supporting Teachers to Leverage Students' Languages in Mathematics

职业：支持教师利用学生的数学语言

• 批准号: 2337457
• 负责人: Samantha Marshall Pham
• 金额: $ 92.61万
• 依托单位: North Carolina State University
• 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=2337457&HistoricalAwards=false
• 关键词: CAREER; Supporting; Teachers; Leverage; Students

Across the U.S., multilingual students are systematically offered lower-quality learning opportunities than their monolingual English-speaking peers, despite many policy efforts aimed at improving their performance in mathematics. While many approaches to teaching multilingual students tend to reflect deficit-based perspectives, decades of research show that quality mathematics teaching builds on the assets that students bring to the classroom. For this reason, there is a pressing need to develop pedagogies that leverage students’ languages in mathematics, and, relatedly, to develop methods for supporting teachers in learning such pedagogies. This project partners with a mathematics department at a public middle school to co-design, analyze, and improve teachers’ translanguaging pedagogies, that is pedagogies that draw on students’ full linguistic repertoires as resources for their learning. This project will investigate how teachers make sense of and enact translanguaging pedagogies, how translanguaging pedagogies shape students’ mathematical experiences and learning opportunities, and how teachers’ learning of translanguaging spaces can be supported. As a result of this work, teachers, teacher educators, and researchers will be able to better understand how students’ languages can be leveraged as resources for mathematical learning, contributing to efforts to address persistent opportunity gaps for multilingual students across the nation.This project employs a series of three qualitative studies using social design experiment methods to address its primary goals. In the first study, the research team and the teachers will co-design pedagogical resources such as lessons, mathematical tasks, and pedagogical strategies to support translanguaging in middle school mathematics. In the second study, the research team will video-record these co-designed translanguaging pedagogies in the classroom, focusing investigation on the character of students’ learning opportunities and experiences in translanguaging spaces. In the third study, the project team will develop video clubs to support teachers’ learning about translanguaging pedagogies, using classroom video as a key learning resource for teachers. Data will include ethnographic fieldnotes, interviews, video-recorded co-design and video club sessions, co-designed pedagogical resources, and video-recorded classroom observations. The primary outcomes will be: (1) a bank of co-designed translanguaging resources for middle-school mathematics teachers (e.g., lessons, tasks, pedagogical strategies); (2) a bank of videos of translanguaging in action in mathematics to guide teachers, teacher educators, and researchers; (3) empirical evidence about the character of students’ learning in translanguaging spaces in mathematics; and (4) empirically-grounded theory of teachers’ learning of translanguaging pedagogies. 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.

在美国，多语言学生比单语言英语的同龄人系统地提供了更低质量的学习机会，他们做了许多旨在提高其数学表现的政策努力。虽然许多教授多语言学生的方法倾向于反映基于赤字的观点，但数十年的研究表明，高质量的数学教学基于学生带入课堂的资产。因此，有迫切需要开发利用学生在数学上的语言的教学法，并与之相关地开发用于支持教师学习此类教学法的方法。该项目与公立中学的数学部门合作，以共同设计，分析和改善教师的翻译教学教学法，即教学法，这些教学法吸引了学生的完整语言曲目作为学习的资源。该项目将调查教师如何理解和制定翻译教学法，翻译教学法如何塑造学生的数学经验和学习机会，以及如何支持教师的学习空间。这项工作的结果是，教师，教师教育者和研究人员将能够更好地理解如何利用学生的语言作为数学学习的资源，从而为解决全国各地的多语言学生解决持续的机会差距而做出贡献。这项项目员工使用社交设计实验来解决其主要目标的一系列定性研究。在第一项研究中，研究团队和教师将共同设计教学资源，例如课程，数学任务和教学策略，以支持中学数学的翻译。在第二项研究中，研究团队将在课堂上进行这些共同设计的翻译教学教学的视频记录，重点关注学生在翻译空间中学习机会和经验的特征。在第三项研究中，项目团队将开发视频俱乐部，以支持教师对翻译教学的学习，并使用课堂视频作为教师的关键学习资源。数据将包括民族志志上注释，访谈，视频录制的共同设计和视频俱乐部会议，共同设计的教学资源以及视频记录的课堂观察。主要结果将是：（1）共同设计的中学数学教师的翻译资源（例如，教训，任务，教学策略）； （2）一系列在数学行动中翻译的视频，以指导教师，教师教育者和研究人员； （3）关于学生在数学中翻译空间中学习特征的经验证据； （4）教师学习翻译教学法的经验理论。该奖项由Discovery Research Prek-12计划（DRK-12）资助，该计划通过研究和开发创新资源，模型和工具的研究和开发，旨在显着增强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，并通过基金会的智力优点和更广泛的影响审查标准，通过评估来诚实地支持支持。