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.

该项目将有助于培养和加强幼儿和小学生的数学身份的知识。首先，本研究旨在识别和记录知识的学生，家庭和社区为数学学习空间带来的资金。其次，利用知识资金，这项研究将支持教育者有意设计，制定和修订数字对话（即，十分至15分钟的数学讨论讨论学生在精神上解决数学问题，然后作为课堂融合在一起以分享其数学推理），以支持产品数学身份发展。第三，这项投资旨在确定数字谈判的设计原理，这些数字谈话的设计原则会对产品数学身份发展产生积极影响，同时确定数学身份随时间的发展。该项目有可能通过故意利用（并确认）资源来改善从历史和持续边缘化的群体中改善幼儿园到三年级数学教育。此外，该项目还将使教育工作者在学生的知识资金基础上设计数字谈判，并支持他们积极发展学生的数学身份的努力。该项目试图回答总体研究问题：数学身份发展在学习过程中扮演什么角色？首席调查员将与幼儿园与三年级的三年级学生，家庭，教师和社区合作伙伴合作，跨三个学校和一个社区中心。利用参与设计研究方法，该项目将通过利用光电或参与摄影来记录每天如何使用数学的活动，从而与学生，家庭和社区合作伙伴合作开始。然后，教师将通过数学实验室进行参与研究，以迭代计划，制定，反映和拒绝与学生知识资金相关的数字谈判。我们将共同寻求了解数量对话中包含的数学对象（即图像）如何通过使用定性分析来构建学生的身份和数字意义，以了解相互作用（人和工具），规范和实践之间的一致性/矛盾/矛盾（在学习社区中定位（在知识镜头的资金）中，识别识别（可负责/范围内的资源），以及用于识别的资源（用于何种范围），以及用于识别的资源（可负责），并获得了良好的识别。此外，我们将确定支持或阻碍产品数学身份发展的数字谈判的设计原则（即规范和实践）。该项目的发现将有助于我们了解学生熟悉的学习，了解和做事的整合如何被利用以建立积极的数学身份。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，并被认为是通过基金会的智力优点和更广泛的影响来通过评估来支持的珍贵支持。