Analyzing and Improving Teacher Practices to Foster Discourse in 9th and 10th Grade Mathematics Classes

本项目将探讨师生话语在九年级和十年级数学课堂中的作用。他们的工作将在纽约一所学生群体非常多样化的高中进行。他们将运用本研究来评估提高师生话语频率和概念丰富性的策略。由于目前在数学教育界还没有这样的工具，研究人员将开发一种用于数学课堂的话语评估工具。项目的第一年将用于设计和完善该仪器。研究人员将在高中教师中组成一个研究小组，让他们讨论研究文献，通过使用话语工具观察到的实践反思，修改和完善话语工具，探索新的策略。这一切都是为了增加师生之间丰富的数学话语，使教师成为项目的行动研究者。两位首席研究员在他们之前的工作中参与了与教师一起促进学习小组的工作。在这个项目中，研究者将使用教师作为行动研究者。教师将探索方法论和课堂话语方面的文献。他们将在自己和彼此的课堂上进行研究，保持期刊，参与设计和完善工具和策略，并将与研究团队一起传播研究结果。

This project will explore the role of teacher-student discourse in mathematics classes in grades 9 and 10. Their work will take place at one high school with a very diverse student body in New York. They will implement this study to evaluate strategies for improving the frequency and conceptual richness of teacher-student discourse. Since none currently exists in the mathematics education community, the researchers will develop a discourse assessment instrument (DI) for the mathematics classroom. The first year of the project will be used to design and refine this instrument. The researchers will form a study group of teachers at the high school and have them discuss research literature, reflect on practice as observed through the use of the discourse instrument, modify and refine the discourse instrument and explore new strategies. All of this is to be done with a view towards increasing teacher-student rich mathematical discourse and making the teachers action researchers in the project. Two of the lead researchers have been involved in facilitating study groups with teachers in their previous work. The researchers will use teachers as action researchers in this project. Teachers will explore literature on methodology and on classroom discourse. They will engage in research in their own and each other's classrooms, keep journals, participate in designing and refining the instruments and strategies and will disseminate findings along with the research team.