Attributions of Mathematical Excellence in Teaching and Learning

This project aims to examine how teachers' beliefs about the origins of mathematical excellence, which might be attributed to genetic, social, or personal characteristics, affect racial and gender equity in their classrooms. A three-part study will create, validate, and apply the Attributions of Mathematical Excellence Scale (AMES), correlating scores with race, gender, and achievement equity. The project's ultimate goal is to design professional learning opportunities to address bias and enhance learning opportunities for historically marginalized groups in mathematics, such as girls and students of color.