(M-DISC) Mathematics Discourse in Secondary Classrooms: A Case-Based Professional Development Curriculum

DRL：DR K-12PI：由密歇根州立大学和特拉华州大学的教师领导的中学课堂数学讨论项目正在开发和测试供专业发展领导者与中学数学教师一起使用的材料。其目的是帮助这些教师分析自己课堂上的话语模式，提高他们创造话语模式的技能，强调高层次的数学解释，论证，该项目的基本假设是，对叙事和视频案例进行精心策划的分析，并以话语为重点进行行动研究，可以有效地支持教师提高他们的话语质量。课堂教学 该项目的基础上，从以前的工作，显示了如何有意义的教育经验可以使中学数学教师识别和改变有问题的课堂话语模式，并为学生创造更多的生产经验的调查结果。 该项目正在编写一个介绍性模块，围绕叙事和视频案例构建的五组活动，以及一个帮助专业开发人员支持中学数学教师开展行动研究的模块。 通过“软试点”测试了解发展情况，从而改进专业发展计划。 该项目的核心研究问题涉及专业发展计划对教师知识，信念和课堂实践的影响。 关于这些问题的答案的初步证据是由专业发展计划的外部试点测试提供的。 通过分析教师知识、信念和课堂实践的前评估和后评估数据，评估专业发展的效果。本项目解决了提高教师提供高质量数学教学能力的挑战。 通过关注提高数学课堂话语水平的实践，结果有可能提高所有学生的学习体验。

DRL: DR K-12PI: Herbel-EisenmannAbstractThe project Mathematical Discourse in Secondary Classrooms, led by faculty at Michigan State University and the University of Delaware, is developing and testing materials for professional development leaders to use in work with secondary mathematics teachers. The aim is to help those teachers analyze the discourse patterns of their own classrooms and improve their skills in creating discourse patterns that emphasizes high-level mathematical explanation, justification, and argumentation.The basic hypothesis of the project is that engaging in carefully planned analyses of narrative and video cases and in action research focused on discourse can effectively support teachers in improving the discourse quality of their classroom instruction. The project builds on findings from prior work that has shown how meaningful educational experiences can empower secondary mathematics teachers to identify and change problematic classroom discourse patterns and create more productive experiences for students. The project is preparing an introductory module, five constellations of activities built around narrative and video cases, and a module to help professional developers support secondary mathematics teachers in conduct of action research. Development is informed by "soft pilot" testing that leads to improvement of the professional development program. The core research questions of the project concern the effects of the professional development program on teacher knowledge, beliefs, and classroom practice. Preliminary evidence about answers for those questions is provided by an external pilot test of the professional development program. The effects of the professional development are evaluated by analysis of data from pre- and post-assessments of teacher knowledge, beliefs, and classroom practice.This project addresses the challenge of enhancing teacher abilities to deliver high quality mathematics instruction. By focusing on practices that raise the level of classroom discourse about mathematics, the results have the potential to enhance the learning experiences of all students.