CAREER: Discourse Analysis: A Catalyst for Reflective Inquiry in Mathematics Classrooms

职业：话语分析：数学课堂反思性探究的催化剂

• 批准号: 0829306
• 负责人: Beth Herbel-Eisenmann
• 金额: --
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-05-01 至 2010-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0829306&HistoricalAwards=false
• 关键词: CAREER; Discourse; Analysis; Catalyst; Reflective

The objectives of the proposed project are to examine: the nature of mathematical discourse in middle school mathematics classrooms; the ways in which middle school mathematics teachers' beliefs impact the discourse when working to enact reform-oriented instruction and how this information can be used to incorporate practitioner research using concepts and tools of discourse analysis to improve mathematics instruction. The significance of this work comes in understanding how classroom discourse can affect the learning environment and engage students in learning mathematics in the ways proposed by the Standards. The focus of those documents has been to promote conceptual understanding and sense making instead of the procedural emphasis that often takes precedence in more traditional mathematics teaching. The Standards vision can only be achieved if some of the discourse patterns in current mathematics instruction are changed from a transmission model of communication to one that supports inquiry.The research plan is to conduct six to nine case studies of the discourse in middle school mathematics classrooms. These case studies will highlight classroom discourse patterns -- the form, function and meaning. In addition, we will capture the process of teachers engaging in practitioner research projects in which they choose an aspect of their discourse to change and study the affects of that change on the classroom learning environment. The project will also examine how the combination of tools and concepts from discourse analysis and practitioner research projects affect teacher beliefs. The educational goal of this project is to design a long-term professional development program that will continue beyond this funding with other cohorts of teachers. The research case studies and other data will be used to write case studies for both undergraduate methods courses and to be used as part of a long-term professional development program. In addition, these cases will be made available to other teacher educators. University researchers and teacher researchers will collaboratively develop the courses and workshops that comprise the professional development program.

拟议项目的目标是研究：在中学数学课堂的数学话语的性质;在中学数学教师的信念影响话语时，制定改革导向的指令，以及如何将这些信息可以用来结合实践者的研究，使用话语分析的概念和工具，以提高数学教学的方式。 这项工作的意义在于理解课堂话语如何影响学习环境，并以标准所提出的方式吸引学生学习数学。 这些文件的重点是促进概念理解和意义理解，而不是在更传统的数学教学中通常优先考虑的程序性强调。 只有将当前数学教学中的一些话语模式从传播模式转变为支持探究模式，才能实现标准的愿景。 这些个案研究将突出课堂话语模式--形式、功能和意义。 此外，我们将捕捉教师从事从业者研究项目的过程中，他们选择他们的话语的一个方面来改变和研究的影响，对课堂学习环境的变化。 该项目还将研究如何从话语分析和从业者研究项目的工具和概念的组合影响教师的信念。该项目的教育目标是设计一个长期的专业发展计划，该计划将在此资金之外继续与其他教师群体合作。 研究案例研究和其他数据将用于编写本科方法课程的案例研究，并作为长期专业发展计划的一部分。 此外，这些案例将提供给其他教师教育工作者。大学研究人员和教师研究人员将合作开发包括专业发展计划的课程和研讨会。