Restricted Research - Award List, Note/Discussion Page

Fiscal Year: 2021

319  The University of Texas Rio Grande Valley  (84615)

Principal Investigator: Wilson, Aaron

Total Amount of Contract, Award, or Gift (Annual before 2011): $ 1,643,385

Exceeds $250,000 (Is it flagged?): Yes

Start and End Dates: 9/1/20 - 8/31/24

Restricted Research: YES

Academic Discipline: N/A

Department, Center, School, or Institute: Mathematical & Statistical Sci

Title of Contract, Award, or Gift: Motivating interest and academic choices in mathematics through near-peer interactions

Name of Granting or Contracting Agency/Entity: National Science Foundation
CFDA Link: NSF
47.076

Program Title: NSF 17-573 Advancing Informal STEM Learning
CFDA Linked: Education and Human Resources

Note:

This AISL Research in Service to Practice project will put to the test an innovative informal learning intervention aimed at boosting high school students' motivation to pursue mathematics. In and out of school, high school students are exposed to many educational opportunities and to kinds of learning that may open for them new doors of interest or sometimes close doors and direct their attention elsewhere. In the context of mathematics learning, these experiences have an impact on students' identities, and on attitudes and choices with respect to mathematics study and careers. In these critical years, the people that these students interact with, the personalities that impact them, and the characters with whom they choose to align themselves can significantly affect students' opinions of mathematics, their short-term academic choices, and the resulting career trajectories with respect to mathematics and science. With such in view, this study is about connecting people and facilitating positive informal interactions that elevate interest and progress toward mathematics and science study. Using a Design-Based Research approach that involves mixed methods, the study attends to attitudes, perceptions and choices- essential components of identity- that result over time during high school students' participation in a series of designed interactions around mathematics. Over the course of two years, spanning their study in two high school mathematics courses, and in separate school districts that both serve large numbers of Hispanic students, high schoolers will engage with near-peer college students in three types of informal interactions: MathShows, Math Social Media, and a Summer Math Research Camp. These three components of the intervention, which interrupt the regularly scheduled schooling, occur online or during out-of-school time, are aimed at facilitating enjoyment of advanced mathematics through dynamic, experiential learning and helping high schoolers to align themselves with other doers of mathematics on the academic stage just beyond them, i.e., college. SAMs 2.3.1

Discussion: No discussion notes

 

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