Examining Teacher Discourse and Whole-class Interaction: A Social Semiotics Model for Mathematics Lesson Study Groups

The project is an exploratory, qualitative case study of a mathematics Lesson Study group for 12 beginning mathematics teachers working in high-poverty middle schools in Brooklyn. The project's Lesson Study model employs social semiotics to examine the intersection between language and learning in mathematics classrooms. Additionally, on-site Lesson Study groups will also be launched in some participating schools.

Partner Organization(s): 
Award Number: 
0822223
Funding Period: 
Monday, September 1, 2008 to Wednesday, August 31, 2011

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