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

本研究旨在对课堂话语在中学非英语专业学生数学教学中的策略运用进行深入的研究。他们将试图了解教师和学生之间以及学生和学生之间的话语密集型数学教学在一项为期三年的微观分析研究中是否有效，该研究是对学生学习的四个话语密集型版本的连接数学。将收集课程中概念的纸笔测试，在临床访谈中对学生进行录像，并对录像带进行详细分析。同样的老师将以两种不同的形式向7年级学生的匹配班级讲授教学模块。学生群体将主要是低收入背景的非英语学生。教师将接受有关方法的培训。专家小组认为这项提案是一项杰出的提案，因为它是基于提案作者之前的一项研究，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.