E: Examining Teacher Discourse and Whole-Class Interaction: A Social Semiotics Model for Mathematics Lesson Study Groups

该项目是一个为期三年的探索性定性案例研究，对象是12名在纽约市布鲁克林高贫困中学工作的初学数学教师的数学课研究小组。该项目的课程学习模型使用社会符号学来考察数学课堂上语言和学习之间的交集。该项目解决了两个研究问题：(1)社会符号学如何解释高贫困学校数学教学的复杂性？(2)课题组如何加强教师的教学知识，增加他们的教学知识，并增强他们组织全班对话的能力？此外，还将在部分参与学校开展现场研课小组活动。

The project is a three-year, exploratory, qualitative case study of a mathematics Lesson Study group for 12 beginning mathematics teachers working in high-poverty middle schools in Brooklyn, New York City. The project's Lesson Study model employs social semiotics to examine the intersection between language and learning in mathematics classrooms. The project is addressing two research questions: (1) How does social semiotics illuminate the complexities of mathematics instruction in high-poverty schools? (2) How does the Lesson Study group strengthen teachers' content knowledge, increase their pedagogical-content knowledge, and enhance their ability to orchestrate whole-class conversations? Additionally, on-site Lesson Study groups will also be launched in some participating schools.