Analyzing and Improving Teacher Practices to Foster Discourse in 9th and 10th Grade Mathematics Classes

这个项目将探索师生话语在9年级和10年级数学课堂上的作用。他们的工作将在纽约一所学生群体非常多样化的高中进行。他们将实施这项研究来评估提高师生话语频率和概念丰富性的策略。由于数学教育界目前还没有这样的工具，研究人员将开发一种适用于数学课堂的话语评价器。该项目的第一年将用于设计和改进该仪器。研究人员将在高中组织一个教师学习小组，让他们讨论研究文献，通过使用话语工具反思实践，修改和完善话语工具，并探索新的策略。所有这些都是为了增加师生之间丰富的数学话语，并使教师在项目中发挥研究者的作用。其中两名首席研究人员在之前的工作中曾参与促进与教师的学习小组。研究人员将在这个项目中使用教师作为行动研究人员。教师将探索有关方法论和课堂话语的文献。他们将在自己和对方的教室里从事研究，写日记，参与设计和改进工具和战略，并将与研究团队一起传播研究成果。

This project will explore the role of teacher-student discourse in mathematics classes in grades 9 and 10. Their work will take place at one high school with a very diverse student body in New York. They will implement this study to evaluate strategies for improving the frequency and conceptual richness of teacher-student discourse. Since none currently exists in the mathematics education community, the researchers will develop a discourse assessment instrument (DI) for the mathematics classroom. The first year of the project will be used to design and refine this instrument. The researchers will form a study group of teachers at the high school and have them discuss research literature, reflect on practice as observed through the use of the discourse instrument, modify and refine the discourse instrument and explore new strategies. All of this is to be done with a view towards increasing teacher-student rich mathematical discourse and making the teachers action researchers in the project. Two of the lead researchers have been involved in facilitating study groups with teachers in their previous work. The researchers will use teachers as action researchers in this project. Teachers will explore literature on methodology and on classroom discourse. They will engage in research in their own and each other's classrooms, keep journals, participate in designing and refining the instruments and strategies and will disseminate findings along with the research team.