CAREER: Characterizing Critical Aspects of Mathematics Classroom Discourse

数学语篇研究探讨了从教师目标设定到支持学生思考等有效教学表征中的重要问题。大部分研究都集中在描述研究者认为有助于教学和学习的话语要素。本研究系统地扩展了数学话语的特征，并检查和指定这些描述性元素之间的关系，在数学的多个内容焦点，并在一系列的教师在中年级水平。主要研究者正在进行一项微观遗传研究，该研究基于对来自多个常规课堂环境的视频数据的检查，这些教师在数学的三个课程主题中表现出不同程度的话语。回顾课堂话语的研究文献，重点是数学，支持发展一个分析框架，以表征教师和学生在课堂上的话语。从教师在5，6和7年级的话语模式提供了一个跨小学高年级和初中课堂话语的比较。使用的分析框架支持的指标，可以可靠地衡量数学话语的关键方面的发展。这些指标既检查了话语在课堂上的功能，也检查了话语所支持的数学智力工作。研究者基于分析框架和由此产生的衡量标准，重新设计了大学教师教育计划中提供给职前和实习教师的课程。由此产生的框架和重新设计的教师教育课程将提供其他教师教育计划可能建立的模式。重新设计职前和在职课程，有效地将研究纳入教育。

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.