EQUITY IN MATH EDUCATION RESEARCH GRANTS (EMERG) PROGRAM
OVERVIEW
EXECUTIVE BOARD
The National Academy of Education announces a program of ten early career research grants. The Equity in Math Education Research Grants (EMERG) Program supports individual research projects focused on reconceptualizing the foundations of equitable and ambitious mathematical experiences for K-12 learners, specifically for populations who have historically not had access to such opportunities. For purposes of the EMERG Program, these include learners from traditionally underserved populations (African-American, Latine, Indigenous communities) and from communities experiencing persistent inter-generational poverty. The ten EMERG Scholars will have their proposed ideas challenged and cultivated by a network of mid-career and senior scholars and practitioners. Together, the EMERG Scholars and their advisors will form a powerful research community and participate in the design of a conceptual framework to improve our current knowledge of how learners from those communities achieve mathematical “proficiency,” broadly conceived. While addressing learners’ content knowledge and participation in disciplinary practices, the proposed framework will also move the field forward in addressing students’ mathematical agency and intersectional identities. It is our hope that this conceptual framework will set the stage for the next wave of mathematics education research.
PROGRAM GOALS
1. Foster the professional development of a cadre of early career scholars whose research focuses on fostering successful mathematics learning, development, and participation for historically underserved students from African American, Latine, Indigenous, and low-income communities.
2. Cultivate a community of emergent, mid-career, and senior scholars who will usher in new approaches to mathematics education research that will lead to fundamental transformations in the experiences of target learner communities.
3. Develop a conceptual framework that guides future research and leads to forms of mathematics education that are worthy of all students but especially those that have been under-served by existing structures.
4. Strengthen the evidence informing the K-12 strategy for supporting mathematics learning for learners from these communities, through both individual EMERG Scholars’ projects and the full community’s conceptual framework.
Danny Martin, University of Illinois Chicago (Co-Chair)
Judit Moschkovich, University of California, Santa Cruz (Co-Chair)
Alan Schoenfeld, University of California, Berkeley (Co-Chair)
Kyndall Brown, California Mathematics Project
Elham Kazemi, University of Washington
Karen Mayfield-Ingram, Lawrence Hall of Science
Na’ilah Nasir, Spencer Foundation
William F. Tate IV, Louisiana State University
Carol Lee, Northwestern University (Ex-Officio)
EMERG COMMUNITY
ADVISORY COMMITTEE
Meet our network of expert advisors to guide EMERG scholars through the program!
THE RESEARCH GRANT
QUESTIONS?
Please Contact:
Abigail Bell
Director, Special Projects
abell@naeducation.org
The forthcoming projects are based on research funded by (or in part by) the Gates Foundation. The findings and conclusions contained within are those of the authors and do not necessarily reflect positions or policies of the Gates Foundation. Funders are not involved in research selections.