CAREER: Sparking "Number Talks" to Strengthen Mathematical Identities

职业：激发“数字对话”以强化数学特性

• 批准号: 2337709
• 负责人: Dawn Woods
• 金额: $ 78.12万
• 依托单位: Oakland 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: 2024-06-01 至 2029-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2337709&HistoricalAwards=false
• 关键词: CAREER; Sparking; Number; Talks; Strengthen

This project will contribute knowledge about cultivating and strengthening productive mathematical identities of early childhood and elementary students. First, this study aims to identify and document the funds of knowledge students, families, and communities bring to mathematics learning spaces. Second, using the funds of knowledge, this research will support educators to intentionally design, enact, and revise number talks (i.e., ten-to-fifteen-minute math discussions where students mentally solve mathematics problems and then come together as a class to share their mathematical reasoning) in ways that support productive mathematical identity development. Third, this investigation aims to determine the design principles of number talks that positively impact productive mathematical identity development while determining how mathematics identity evolves over time. This project has the potential to improve kindergarten to third grade mathematics education for students from historically and persistently marginalized groups by intentionally leveraging (and confirming) resources for productive mathematical identity development. Further, this project will also equip educators to design number talks building upon students’ funds of knowledge and to also support their efforts to positively develop students’ mathematical identities. This project seeks to answer the overarching research question: What role does mathematics identity development play in learning processes? The principal investigator will collaborate with kindergarten to third grade students, families, teachers, and community partners across three schools and a community center. Using participatory design research methodologies, this project will begin in collaboration with students, families, and community partners by leveraging photovoice or participatory photography to document how mathematics is used in everyday, out-of-school activities. Then, teachers will engage in participatory research via Math Labs to iteratively plan, enact, reflect, and revise number talks connected to students’ funds of knowledge. Together, we will seek to understand how the mathematical objects (i.e., images) contained in number talks will mediate learning to build students’ identity and number sense by using qualitative analysis to understand the alignments/contradictions between interactions (people and tools), norms and practices (positioning within the learning community), frames (funds of knowledge lens), and narratives (resources for recognition) that afford/constrain mathematical identity development. Further, we will identify design principles of number talks (i.e., norms and practices) that support or hinder the development of productive mathematical identities. Findings of this project will help us to understand how the integration of learning, knowing, and doing that are familiar to students can be leveraged to build positive mathematical identities. 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.

该项目将贡献有关培养和加强幼儿和小学生生产性数学身份的知识，首先，本研究旨在确定和记录学生、家庭和社区为数学学习空间带来的知识资金。这项研究将支持教育工作者以多种方式有意识地设计、制定和修改数字讲座（即十到十五分钟的数学讨论，学生在心里解决数学问题，然后全班聚在一起分享他们的数学推理）支持富有成效的数学恒等式发展。第三，本调查旨在确定对富有成效的数学身份发展产生积极影响的数字对话的设计原则，同时确定数学身份如何随着时间的推移而演变。该项目有可能改善来自历史上和持续边缘化群体的学生的幼儿园到三年级的数学教育。此外，该项目还将帮助教育工作者根据学生的知识库设计数字讲座，并支持他们积极发展学生的数学身份的努力。回答首要的研究问题：数学恒等式有何作用首席研究员将与三所学校和一个社区中心的幼儿园到三年级的学生、家庭、教师和社区合作伙伴合作，该项目将与学生、家庭、然后，教师将通过数学实验室参与参与式研究，迭代地计划、制定、反思和修改数字讲座。与学生的知识储备相联系，我们将共同努力了解数字谈话中包含的数学对象（即图像）如何通过使用定性分析来理解之间的一致性/矛盾来调解学习，以建立学生的身份和数字感。交互（人和工具）、规范和实践（在学习社区中的定位）、框架（知识镜头的资金）和叙述（识别资源）提供/限制数学身份的发展此外，我们将确定数字的设计原则。会谈支持或阻碍富有成效的数学恒等式发展的（即规范和实践）该项目的研究结果将帮助我们了解如何利用学生熟悉的学习、知识和行为的整合来建立积极的数学恒等式。该奖项由 Discovery Research preK-12 计划 (DRK-12) 资助，该计划旨在通过研究和开发显着加强 preK-12 学生和教师对科学、技术、工程和数学 (STEM) 的学习和教学。创新资源、模式和DRK-12 计划中的项目建立在 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评估被认为值得支持。智力价值和更广泛的影响审查标准。