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In this study, we consider the implications of using mathematics-specific observation frameworks versus a synthesized list of indicators when measuring teaching quality. We compare how three mathematics-focused observation frameworks measure teaching quality across three focal lessons and consider the merits of using a synthesized list of indicators such as those presented in the MAIN-TEACH model. We find that the mathematics-specific frameworks: identify similar constructs, but assess them differently; reach similar conclusions regarding overall instructional quality, but for different reasons; and do not capture aspects of instruction that are not mathematics-specific. A synthesized framework could provide a broader set of indicators, promote a common vision of high-quality instruction, and provide a common basis for looking across studies. However, a synthesized framework may remove nuances that allow researchers to capture distinct constructs (or important differences in similar constructs), specifically at a grain size useful for instructional improvement. We also consider methodological concerns raised by the use of a synthesized framework. 相似文献
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Martin A. Simon 《Educational Studies in Mathematics》1994,26(1):71-94
The reconceptualization of mathematics teacher education based on current mathematics education reform efforts necessitates the elaboration of theoretical frameworks to guide both the practice of and research on teacher education. The author presents a framework which has been useful in shaping two major mathematics teacher education research and development projects. This framework for mathematics teacher learning builds recursively on a framework for mathematics learning which derives from a social constructivist view of learning and incorporates aspects of French didactical theory using the organizing structure of the Karplus Learning Cycle. The framework can be used to think about the content and organization of a particular lesson or of an entire course or program for teachers. Further, it describes the interconnection between different domains of teacher knowledge. 相似文献
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数学素养是基础教育数学课程与教学研究的热点课题,科学地界定数学素养概念、准确地把握数学素养培养本质,是有效培养学生数学素养的基本前提。数学素养与数学素质、数学能力等概念既有关联,又有着内涵的不同。数学素养本身是一种整体性的素养,需要从系统的角度将数学素养作为一个整体进行考虑。基础教育阶段学生数学素养是一个涉及数学底蕴、数学能力、数学视野和数学情怀四维一体的模型,它们各有其丰富的素养内涵。 相似文献
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Elizabeth Todd Brown 《Journal of Early Childhood Teacher Education》2013,34(3):239-257
This was a correlational study conducted with a population of prekindergarten educators from a large, metropolitan school district. The purpose was to examine if there were relationships between and among early childhood teachers’ sense of self-efficacy, their beliefs about the importance of mathematics, and their mathematics instructional practices. Examining teachers’ efficacy and beliefs can inform educational practice and help to differentiate between more and less successful instructional practices when teaching mathematics in the early childhood classroom. Data were collected on teacher efficacy and teacher beliefs about the importance of mathematics with two self-report questionnaires. The hypothesis that the teachers higher in efficacy will rate the importance of mathematics higher on the teacher-belief scale than the teachers with lower efficacy was found to be true with this sample, but the correlation was weak. The level of efficacy of the early childhood teachers in this sample confirmed that in assessing their capabilities, they rate themselves high in instructional strategies, classroom management, and student engagement. The early childhood teachers did not rate their belief in mathematics as high as their efficacy. Observations of mathematics instructional practices were conducted with twenty teachers. It was hypothesized that the combination of high teacher efficacy and high teacher mathematics beliefs would show alignment with the presence of standards-based mathematics instructional practices. The results were not statistically significant. No correlation signals a need for more research to explore what other personal or external factors relate to mathematics instructional practices in the early childhood classroom. The research may inform pre kindergarten teachers and teacher educators about effective instructional strategies and knowledge needed to launch early childhood students on a developmentally appropriate pathway to mathematical literacy. 相似文献
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LIO MOSCARDINI 《Support for Learning》2009,24(1):35-41
This paper challenges a view of concrete materials as artifacts used within a rigid instructional sequence that particular children are perceived to require or not, as the case may be. Focussing on mathematics teaching, it contends that it is more useful to consider the function of these materials as tools, artefacts used flexibly and selectively by pupils to make sense of mathematics, rather than as crutches, devices which may support procedural competency in mathematics but with no guarantees of understanding. 相似文献
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Over the past three decades, research and policy in many geographic regions has promoted a shift from direct, lecture-oriented mathematics instruction to inquiry-based, dialogic forms of instruction. While theory and research support dialogic instructional approaches, some have noted that the complexities of dialogic teaching make it difficult for teachers to implement. One mechanism by which teachers can improve their decision-making practices in dialogic classrooms is learning to notice (i.e. becoming aware of learners’ processes). While research has contributed frameworks for understanding how teachers notice individual learners’ mathematical thinking, there is little conceptualization regarding how teachers notice group processes in mathematics classrooms, which is integral to dialogic instruction. We offer a noticing framework termed professional noticing of coordinated mathematical thinking that describes how teachers notice group activity in mathematics classrooms. Professional noticing of coordinated mathematical thinking is conceptualized as a bi-dimensional process: noticing groups’ mathematical activity and noticing groups’ coordinated activity. Teachers must become aware of how groups approach the mathematical and collaborative nature of a task, since both of these aspects inform whether learners develop opportunities to learn in groups. The framework describes noticing practices integral to dialogic instruction and promotes inquiry for future research related to teaching moves in dialogic classrooms. 相似文献
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Paola Foreheri Maria Teresa Molfino 《British journal of educational technology : journal of the Council for Educational Technology》1995,26(1):42-54
The main task of an educational system is to generate instructional situations which induce students to learn knowledge and problem solving abilities as applied to a cognitive domain.
To this end, an instructional dialogue must be seen as a process aimed at making student and teacher learn from each other: the student has to learn the subject matter from the teacher, while the teacher has in turn to learn from the student how to regulate instructional interaction. The process relies on different kinds of expert knowledge: experience of the domain, about the actual student, and of teaching methods and objectives. This means that an instructional dialogue cannot be realised without an explicit representation of all the kinds of knowledge involved.
Research has established that Knowledge Based Educational Systems (KBESs) can be the keystone in building effective learning tools, but because of the difficulty in realising a system of this kind, most existing systems are prototypes and are intended only as workbenches for the computational analysis of educational processes.
This paper analyses the main problems which underlie the realisation of such systems, with reference to research into knowledge based systems intended for use with teaching/learning mathematics. 相似文献
To this end, an instructional dialogue must be seen as a process aimed at making student and teacher learn from each other: the student has to learn the subject matter from the teacher, while the teacher has in turn to learn from the student how to regulate instructional interaction. The process relies on different kinds of expert knowledge: experience of the domain, about the actual student, and of teaching methods and objectives. This means that an instructional dialogue cannot be realised without an explicit representation of all the kinds of knowledge involved.
Research has established that Knowledge Based Educational Systems (KBESs) can be the keystone in building effective learning tools, but because of the difficulty in realising a system of this kind, most existing systems are prototypes and are intended only as workbenches for the computational analysis of educational processes.
This paper analyses the main problems which underlie the realisation of such systems, with reference to research into knowledge based systems intended for use with teaching/learning mathematics. 相似文献
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This study examined how early childhood (EC) teachers' instructional quality predicted children's development in mathematics across two measurement occasions. Therefore, EC teachers' (n = 25) instructional quality was assessed using one standardized observation instrument covering both domain-specific and general aspects of instructional quality. Additionally, data on children's (n = 208) outcome in early number skills was collected applying a standardized test. Multilevel structural equation modeling was used accounting for nested data. Children's age and the average size of preschool groups were controlled for. Results revealed that EC teachers' instructional quality predicted children's development but was not associated with their initial achievement. The findings suggest that instruments covering domain-specific and general aspects might be helpful in order to measure EC teachers' instructional quality in mathematics and predict children's learning growth. Understanding the mechanisms between instructional quality and children's development may help EC teachers to enhance their math teaching in practice. 相似文献
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Deborah L. Butler Beverly Beckingham Helen J. Novak Lauscher 《Learning disabilities research & practice》2005,20(3):156-174
Abstract. This article presents three in‐depth case studies focused on supporting students with learning challenges to learn math strategically. Participants were three eighth‐grade students enrolled in a learning assistance classroom who were of at least average intelligence but who were performing significantly below grade level in mathematics. These case studies document the processes by which these students were supported to self‐regulate their learning in mathematics more effectively. We begin by outlining important instructional foci in mathematics education for intermediate or secondary students with learning disabilities, along with what research indicates are effective instructional processes. In that context, we introduce the theoretical principles underlying the instructional model used here—Strategic Content Learning (SCL). Based on analyses of case study data, we describe how SCL instruction was structured to promote strategic learning. Throughout the discussion, intervention processes are described in sufficient detail to be of use to practitioners. 相似文献
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Gena Nelson Kathleen Hughes Pfannenstiel Rebecca Zumeta Edmonds 《Learning disabilities research & practice》2020,35(1):14-24
Within a multitiered system of support (MTSS), students who struggle to learn mathematics often receive core instruction and supplemental intervention in different settings, with different teachers and different sets of curriculum materials, all of which can result in poor alignment. This curriculum crosswalk describes how three sets of materials commonly used to provide core instruction and intervention differ with regard to mathematics practices and vocabulary. The results indicate that there is little overlap among all three programs for the majority (n = 6) of the mathematics practices, and very little overlap in mathematics vocabulary (ranging from 6.3 to 24 percent). We also provide a set of research-based instructional recommendations intended to help teachers address gaps and improve alignment of core instruction and intervention. 相似文献
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Marsha Ing 《教育实用测度》2013,26(2):122-131
ABSTRACTDrawing inferences about the extent to which student performance reflects instructional opportunities relies on the premise that the measure of student performance is reflective of instructional opportunities. An instructional sensitivity framework suggests that some assessments are more sensitive to detecting differences in instructional opportunities compared to other assessments. This study applies an instructional sensitivity framework to compare student performance on two different mathematics achievement measures across five states and three grade levels. Results suggest a range of variation in student performance among teachers on the same mathematics achievement measure, variation between the two different mathematics achievement measures, and variation between grade levels within the same state. Findings highlight initial considerations for educators interested in selecting and evaluating measures of student performance that are reflective of instructional opportunities. 相似文献
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Frank Lipowsky Katrin Rakoczy Christine Pauli Barbara Drollinger-Vetter Eckhard Klieme Kurt Reusser 《Learning and Instruction》2009,19(6):527-537
This article presents findings from a German–Swiss video-based classroom study. The research examines how three basic dimensions of instructional quality impact the development of students' understanding of the Pythagorean Theorem. The study sample comprised 19 German and 19 Swiss mathematics classes. A three-lesson introductory unit on the Pythagorean Theorem was videotaped in all classes. Multilevel analyses revealed both classroom management and cognitive activation to have positive effects on mathematics achievement. The results also provide empirical evidence that cognitive activation and a supportive climate moderate the relationship between mathematics-related interest and mathematics achievement. 相似文献
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David Alan Gilman 《教育心理学家》2013,48(1):17-19
This article describes how scaffolded instruction during whole-class mathematics lessons can provide the knowledge, skills, and supportive context for developing students' self-regulatory processes. In examining classroom interactions through discourse analysis, these qualitative methods reflect a theoretical change from viewing self-regulation as an individual process to that of a social process. This article illustrates how studying instructional scaffolding through the analyses of instructional discourse helps further the understanding of how self-regulated learning develops and is realized in mathematics classrooms. Qualitative methods, such as discourse analyses, and their underlying theoretical frameworks have great potential to help "unlock" theories of learning, motivation, and self-regulation through exploring the reciprocity of teaching and learning in classrooms. 相似文献
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An abundance of empirical evidence exists identifying a significant correlation between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). Despite this evidence, a causal explanation has yet to be identified. Pertinent research illustrates that spatial ability can be developed and that doing so has positive educational effects. However, contention exists within the relevant literature concerning the explicit definition for spatial ability. There is therefore a need to define spatial ability relative to empirical evidence which in this circumstance relates to its factor structure. Substantial empirical evidence supports the existence of unique spatial factors not represented in modern frameworks. Further understanding such factors can support the development of educational interventions to increase their efficacy and related effects in STEM education. It may also lead to the identification of why spatial ability has such a significant impact on STEM educational achievement as examining more factors in practice can help in deducing which are most important. In light of this, a synthesis of the spatial factors offered within existing frameworks with those suggested within contemporary studies is presented to guide further investigation and the translation of spatial ability research to further enhance learning in STEM education. 相似文献
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Empirical studies and meta-analyses conducted during the past 35 years led to the development of a number of theoretical frameworks of teacher effectiveness. In this paper, we aim to summarize the main characteristics of three dominant frameworks within the field of educational effectiveness and discuss both their conceptual differences and their similarities, as well as, the different observational instruments used by each one to capture instructional quality. Specifically, the three frameworks are: a) the dynamic model of educational effectiveness; b) the International System for Teacher Observation and Feedback (ISTOF); and c) the Three Basic Dimensions of Teaching Quality (TBD). These frameworks were also used to analyze three videolessons for comparing the quality of teaching through the lens of each respective framework. Based on the results of the three lesson analyses, possibilities for combining different generic frameworks of effective teaching to provide a more complete view of teaching quality are discussed. 相似文献
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基于TALIS录像研究的数据,以教学维度为切入点分析表明,国际视野下中国(上海)初中数学的教学实践特征是:总体教学质量良好,但内容学习深度和认知投入不高;教师比较善于提问和阐释,提问基本以教师为中心;在内容学习过程中,教师讲课清晰,师生力图找规律,但很少在概念间建立联系,表征形式相对单一;学生理解程序性知识原理的机会不... 相似文献
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Fran Arbaugh John Lannin Dustin L. Jones Meredith Park-Rogers 《Journal of Mathematics Teacher Education》2006,9(6):517-550
In the research reported in this article, we sought to understand the instructional practices of 26 secondary teachers from one district who use a problems-based mathematics textbook series (Core-Plus). Further, we wanted to examine beliefs that may be associated with their instructional practices. After analyzing data from classroom observations, our findings indicated that the teachers’ instructional practices fell along a wide continuum of lesson implementation. Analysis of interview data suggested that teachers’ beliefs with regard to students’ ability to do mathematics were associated with their level of lesson implementation. Teachers also differed, by level of instructional practices, in their beliefs about appropriateness of the textbook series for all students. Results strongly support the need for professional development for teachers implementing a problems-based, reform mathematics curriculum. Further, findings indicate that the professional development be designed to meet the diverse nature of teacher needs. 相似文献