CAREER: Discourse Analysis: A Catalyst for Reflective Inquiry in Mathematics Classrooms

职业：话语分析：数学课堂反思性探究的催化剂

• 批准号: 0347906
• 负责人: Beth Herbel-Eisenmann
• 金额: $ 58.02万
• 依托单位: Iowa State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-08-15 至 2008-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0347906&HistoricalAwards=false
• 关键词: CAREER; Discourse; Analysis; Catalyst; Reflective

The objectives of the proposed project are to examine: the nature of mathematical discourse in middle school mathematics classrooms; the ways in which middle school mathematics teachers' beliefs impact the discourse when working to enact reform-oriented instruction and how this information can be used to incorporate practitioner research using concepts and tools of discourse analysis to improve mathematics instruction. The significance of this work comes in understanding how classroom discourse can affect the learning environment and engage students in learning mathematics in the ways proposed by the Standards. The focus of those documents has been to promote conceptual understanding and sense making instead of the procedural emphasis that often takes precedence in more traditional mathematics teaching. The Standards vision can only be achieved if some of the discourse patterns in current mathematics instruction are changed from a transmission model of communication to one that supports inquiry.The research plan is to conduct six to nine case studies of the discourse in middle school mathematics classrooms. These case studies will highlight classroom discourse patterns -- the form, function and meaning. In addition, we will capture the process of teachers engaging in practitioner research projects in which they choose an aspect of their discourse to change and study the affects of that change on the classroom learning environment. The project will also examine how the combination of tools and concepts from discourse analysis and practitioner research projects affect teacher beliefs. The educational goal of this project is to design a long-term professional development program that will continue beyond this funding with other cohorts of teachers. The research case studies and other data will be used to write case studies for both undergraduate methods courses and to be used as part of a long-term professional development program. In addition, these cases will be made available to other teacher educators. University researchers and teacher researchers will collaboratively develop the courses and workshops that comprise the professional development program.

拟议项目的目标是研究：中学数学课堂中数学话语的性质；中学数学教师的信念在努力制定面向改革的教学时影响话语的方式以及如何使用这些信息使用概念和话语分析工具来整合从业者研究以改善数学教学。 这项工作的重要性在于了解课堂话语如何影响学习环境，并以标准提出的方式吸引学生学习数学。 这些文档的重点是促进概念理解和感知，而不是通常在更传统的数学教学中优先考虑的程序重点。 只有在当前数学教学中的某些话语模式从传播模型转换为支持查询的传播模型时，才能实现标准愿景。研究计划是在中学数学课堂上进行六到九个案例研究。 这些案例研究将重点介绍课堂话语模式 - 形式，功能和含义。 此外，我们将捕捉参与从业者研究项目的教师的过程，在该项目中，他们选择了自己的论述方面来改变和研究这种变化对课堂学习环境的影响。 该项目还将研究话语分析和从业者研究项目中工具和概念的组合如何影响教师信念。该项目的教育目标是设计一项长期的专业发展计划，该计划将继续与其他教师一起提供这笔资金。 研究案例研究和其他数据将用于为两项本科方法课程编写案例研究，并将其用作长期专业发展计划的一部分。 此外，这些案例将提供给其他教师教育者。大学的研究人员和教师研究人员将合作开发构成专业发展计划的课程和讲习班。