CAREER: Characterizing Critical Aspects of Mathematics Classroom Discourse

数学语篇的研究考察了有效教学的重要特征，从教师目标设定到支持学生思考。这方面的研究主要集中在描述研究者认为对教学和学习有贡献的话语元素。本研究系统地扩展了数学话语的特征，并检查和指定了这些描述元素之间的关系，这些描述元素跨越多个数学内容焦点和一系列初中教师。首席研究员正在进行一项微遗传学研究，该研究基于对来自多个常规课堂设置的视频数据的检查，这些视频数据来自于在三个数学课程主题中展示不同水平话语的教师。对课堂话语研究文献的回顾，以数学为重点，支持了一个分析框架的发展，以表征教师和学生在课堂上的话语。五年级、六年级和七年级教师的话语模式提供了小学高年级和初中课堂话语的比较。分析框架的使用支持度量标准的开发，这些度量标准可以可靠地度量数学论述的关键方面。这些指标考察了课堂话语的功能和话语所支持的数学智力工作。研究人员在分析框架和结果指标的基础上，重新设计了大学教师教育项目中提供给职前教师和实习教师的课程。由此产生的框架和重新设计的教师教育课程将为其他教师教育项目提供可借鉴的模式。重新设计职前和在职课程，有效地将研究与教育结合起来。

The research in mathematics discourse has examined important issues in the characterization of effective teaching ranging from teacher goal setting to supporting student thinking. Much of this research has focused on describing the elements of discourse that investigators have posited as contributing to teaching and learning. This research study systematically expands on the characteristics of mathematical discourse and examines and specifies relationships between these descriptive elements across multiple content foci in mathematics and across a range of teachers at the middle grade levels. The principal investigator is conducting a microgenetic study based on examination of video data from multiple routine classroom settings with teachers who demonstrate varying levels of discourse across three curricular topics in mathematics. A review of the research literature on classroom discourse, with a focus in mathematics, supports the development of an analytic framework to characterize the discourse of both teachers and students in the classrooms. The discourse patterns from teachers at grades 5, 6 and 7 provide a comparison of the discourse across upper elementary and middle grade classrooms. The use of the analytic framework supports the development of metrics that can reliably measure critical aspects of mathematical discourse. These metrics examine both the function of the discourse in the classroom and the mathematical intellectual work that the discourse supports. The researcher builds on the analytic framework and resulting metrics to redesign courses offered to pre-service and practicing teachers in the university teacher education program. The resulting framework and redesigned teacher education courses will provide models on which other teacher education programs might build. The redesign of the pre-service and in-service courses effectively integrates the research into education.