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

该项目是一项为期三年的探索性定性案例研究，对象是纽约市布鲁克林区高度贫困中学的12名初任数学教师。该项目的课程研究模式采用社会符号学来研究数学课堂中语言和学习之间的交叉点。该项目解决了两个研究问题：（1）社会符号学如何阐明高度贫困学校数学教学的复杂性？(2)课程研究小组如何加强教师的学科知识，增加他们的教学内容知识，并提高他们的能力，协调全班对话？此外，亦会在部分参与计划的学校成立现场研习小组。

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.