Strategic Use of Classroom Discourse in Mathematics Instruction: Studies of Student and Teacher Learning

本研究拟对课堂话语在中学非英语学生数学教学中的策略性运用进行严谨的研究。他们将通过一项为期三年的微观分析研究，在四个语篇密集版本的《关联数学》中，研究教师与学生之间、学生与学生之间的语篇密集数学教学是否有效。收集课堂概念的纸笔测试，对学生进行临床访谈录像，并对录像进行详细分析。同样的老师将以两种不同的形式为七年级的学生提供教学模块。学生群体将主要是低收入家庭的非英语学生。教师将接受有关方法的培训。专家组认为该提案是一份出色的提案，因为它基于提案作者之前的研究，引用了其他相关研究，并拥有强大的顾问团队。

This study proposes to conduct rigorous research on the strategic use of classroom talk for teaching mathematics to middle grade non-English speaking students. They will seek to learn whether discourse-intensive mathematics instruction between teachers and students, and between students and students, is effective in a three-year micro-analytic study of student learning in four discourse-intensive versions of connected Mathematics. Paper and pencil tests of the concepts in the lessons will be collected, students will be videotaped in clinical interviews, and a detailed analysis of the videotapes will be conducted. The same teachers will deliver the teaching modules in two different formats to matched classes of 7th grade students. The student population will be mostly non-English speaking students of low-income backgrounds. Teachers will receive training in the methods. The panel considered this proposal to be an outstanding proposal because it was based on a previous study by the author of the proposal, cites other relevant research, and has a strong group of advisors.