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Minimize RSR Award Detail

Research Spending & Results

Award Detail

Awardee:COLLEGE OF WILLIAM & MARY, THE
Doing Business As Name:College of William and Mary
PD/PI:
  • Gladys H Krause
  • (757) 221-6083
  • ghkrause@wm.edu
Award Date:05/13/2021
Estimated Total Award Amount: $ 482,348
Funds Obligated to Date: $ 210,337
  • FY 2021=$210,337
Start Date:08/01/2021
End Date:07/31/2026
Transaction Type:Grant
Agency:NSF
Awarding Agency Code:4900
Funding Agency Code:4900
CFDA Number:47.076
Primary Program Source:040106 NSF Education & Human Resource
Award Title or Description:Collaborative Research: Developing Teacher Learning Theory with Teachers and Students Animating Mathematical Concepts
Federal Award ID Number:2055419
DUNS ID:074762238
Parent DUNS ID:074762238
Program:ECR-EHR Core Research
Program Officer:
  • Toya frank
  • (703) 292-2255
  • tfrank@nsf.gov

Awardee Location

Street:Office of Sponsored Programs
City:Williamsburg
State:VA
ZIP:23187-8795
County:Williamsburg
Country:US
Awardee Cong. District:02

Primary Place of Performance

Organization Name:College of William and Mary
Street:
City:
State:VA
ZIP:23187-8795
County:Williamsburg
Country:US
Cong. District:02

Abstract at Time of Award

This project will advance theory for understanding teacher learning as it relates to mathematics teacher knowledge and student knowledge. The research team theorizes that teacher knowledge and student knowledge are not distinct. Specifically, this work challenges the longstanding idea in teacher education that a knowledge base for teaching pre-exists as a static body of knowledge awaiting to be discovered by teachers. Instead, this project examines what happens when teacher and student knowledge bases are conceptualized as interdependent and capable of generating new knowledge in and for teacher learning. This project will build theory, grounded in feminist, Indigenous, and materialist perspectives, that explains how teacher knowledge and student knowledge interact to generate new knowledge that is relevant in and for racially, culturally, and linguistically diverse mathematics teaching contexts. This project is funded by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development. This project will develop theory regarding a teacher learning approach that encourages teachers to teachers adopt and exchange flexible roles with their students as active observers and participants to contribute to teachers developing their teacher learning as a relational practice. Drawing on lesson study and Indigenous research design principles, researchers, teachers, and their students will collaborate to create animated concepts of mathematical ideas. Animated concepts include how students use mental images, material objects, and lived experiences that center Black, Native American, Latina, and newcomer knowledge bases related to mathematical concepts. Researchers across three sites in Michigan, Virginia, and New Mexico will immerse two teachers per research location and their students in this process both during the school year and during a summer program where teachers and students will collaborate with local artists to produce multimedia projects representative of their animated concepts. This research has implications for how mathematical teacher knowledge is conceptualized and how it is addressed via professional development. 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.

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