Research Projects - CAREER: Characterizing Critical Aspects of Mathematics Classroom Discourse
- Assessment in K-12 Conference
- Does it Work?: Building Methods for Understanding Effects of Professional Development
- Achievements and Challenges of Modeling-based Instruction (ACMI) in Science Education: from 1980 to 2009
- Designing Transformative Assessments for Interdisciplinary Learning in Science (DeTAILS)
- IDEAL Biology
- Mapping Developmental Trajectories of Students’ Conceptions of Integers (Project Z)
- CAREER: Characterizing Critical Aspects of Mathematics Classroom Discourse
- Stimulating Young Neuroscientists And Physiologists In Science Education (SYNAPSE)
- The Center for Proficiency in Teaching Mathematics (CPTM)
- Diagnosing Teachers’ Multiplicative Reasoning
Jessica Bishop (PI)
Characterizing Critical Aspects of Mathematics Classroom Discourse is a 5-year grant funded by the National Science Foundation in the Faculty Early Career Development (CAREER) Program. This research is based on the premise that the discourse occurring in mathematics classrooms plays a significant role in students’ learning.
In this project we will describe mathematics classroom discourse patterns in Grades 5–7 classrooms. We will be studying mathematics discourse across three curricular topics taught in upper elementary and middle school: integers, algebra/algebraic reasoning, and rational numbers. In total, we will work with 18 teachers (6 teachers per grade level) video recording 10-12 lessons per teacher, amounting to approximately 200 recorded lessons available for analysis. The primary research questions guiding this work are:
1) What discursive constructs and patterns of use can be identified and described within Grades 5–7 mathematics classrooms?, and
2) How can these discursive constructs be operationalized so that reliable and efficient metrics measuring important aspects of mathematical discourse are developed?
Our research team will have an opportunity to develop meaningful ways to measure productive mathematics conversations so that, ultimately, we can use what we learn to support practicing and prospective teachers.
