CAREER: Characterizing Critical Aspects of Mathematics Classroom Discourse

职业：描述数学课堂讨论的关键方面

• 批准号: 1149313
• 负责人: Jessica Bishop
• 金额: $ 67.28万
• 依托单位: San Diego State University Foundation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-06-01 至 2013-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1149313&HistoricalAwards=false
• 关键词: CAREER; Characterizing; Critical; Aspects; Mathematics

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.

数学话语的研究考察了有效教学表征中的重要问题，从教师目标设定到支持学生思维。这项研究的大部分内容都集中在描述研究人员认为有助于教与学的话语要素。本研究系统地阐述了数学语篇的特点，考察并明确了这些描述性成分之间的关系，涉及数学中的多个内容焦点和一系列中等水平的教师。这位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环境的视频数据的检查，这些教师在数学的三个课程主题上展示了不同水平的话语。回顾了有关课堂话语的研究文献，重点是数学，支持建立一个分析框架来描述教师和学生在课堂上的话语。来自五年级、六年级和七年级教师的语篇模式提供了小学高年级和中等年级课堂上的语篇对比。分析框架的使用支持了能够可靠地测量数学话语的关键方面的度量标准的发展。这些衡量标准既考察了话语在课堂上的作用，也考察了话语所支持的数学智力工作。研究人员以分析框架和由此产生的度量为基础，重新设计了大学教师教育项目中为职前和实习教师提供的课程。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项目可能建立的模式。职前和在职课程的重新设计有效地将研究融入教育。