Two Replication Studies of the Relationships between Mathematical Knowledge for Teaching, Mathematical Quality of Instruction, and Student Achievement

2021 ◽  
pp. 1-35
Author(s):  
Kathleen Melhuish ◽  
Alexander White ◽  
M. Alejandra Sorto ◽  
Eva Thanheiser
Keyword(s):  
School District ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Quality Of Instruction ◽  
Knowledge For Teaching ◽  
Share Data ◽  
Mathematical Quality Of Instruction ◽  
Mathematical Quality ◽  
The Impact

Abstract In this paper, we share two conceptual replications of Hill et al.’s (2012c) study linking Mathematical Knowledge for Teaching (MKT), Mathematical Quality of Instruction (MQI), and student assessment scores. In study 1, we share data from 4th and 5th grade teachers in an urban school district. In study 2, we share data from middle school teachers in a school district with a relatively high proportion of emergent bilingual students. By varying contexts, we found that Hill et al.’s (2012c) suggested use of the MKT cutoff points was not warranted in our differing settings. Further, we found some significant relationships between MKT, MQI, and student assessments; however, we were not able to reproduce these consistently with our data. We suggest that the relationship between teaching practice and MKT may be quite sensitive to contextual factors including grade level, demographics, school effects, and assessments. We recommend that policymakers and researchers take caution when using such instruments to evaluate program initiatives and identify teachers for remediation or leadership positions. The impact sheet to this article can be accessed at 10.6084/m9.figshare.16610080.

scholarly journals Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study

2008 ◽  
Vol 26 (4) ◽  
pp. 430-511 ◽  
Author(s):  
Heather C. Hill ◽  
Merrie L. Blunk ◽  
Charalambos Y. Charalambous ◽  
Jennifer M. Lewis ◽  
Geoffrey C. Phelps ◽  
...  
Keyword(s):  
Exploratory Study ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Quality Of Instruction ◽  
Knowledge For Teaching ◽  
Mathematical Quality Of Instruction ◽  
Mathematical Quality

scholarly journals A Turkish adaptation of a framework for evaluating the mathematical quality of instruction

2021 ◽  
Vol 18 (4) ◽  
pp. 616-643
Author(s):  
Tuğba Hangül ◽  
Mehmet Fatih Özmantar ◽  
Gülay Agaç ◽  
İlyas Yavuz
Keyword(s):  
Preservice Teachers ◽  
Mathematics Instruction ◽  
Assessment Tool ◽  
Structural Features ◽  
Theoretical Background ◽  
English Summary ◽  
Quality Of Instruction ◽  
Mathematical Quality Of Instruction ◽  
Mathematical Quality

A structured assessment tool on the quality of mathematics instruction is considered to be important. It is believed that such a tool could play an important role in providing feedbacks to the preservice teachers during their trainings as well as in evaluating the quality of in-service teachers’ practices. From this point of view, firstly, it has been performed a comprehensive examination of the relevant frameworks developed to evaluate the quality of mathematics instruction. As a result, it was observed that the Mathematical Quality of Instruction (MQI) framework differed from the others with respect to both functional and structural features. Within the scope of this study, the adaptation of the MQI framework to Turkish language has been realized. In this study, the characteristics, usage, components and theoretical background of the MQI framework are shared with the reader. In addition, the adapted version of MQI framework was shared and the performance indicators to help potential users were elaborated. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Matematik öğretiminin niteliğine ilişkin yapılandırılmış bir değerlendirme aracı oldukça önemlidir. Bu türden bir araç gerek öğretmen yetiştirme sürecinde öğretmen adaylarına geri dönüt vermek gerekse halen hizmet veren matematik öğretmenlerinin uygulamalarının niteliğini değerlendirerek uygulamaların geliştirilmesine katkıda bulunabilecektir. Bu düşüncelerle öncelikle matematik öğretiminin niteliğine ilişkin değerlendirme yapmak için kullanılabilecek çerçevelere ilişkin kapsamlı bir tarama yapılmıştır. Bu tarama neticesinde kullanışlılığı ve yapısal özellikleri nedeniyle Mathematical Quality of Instruction (MQI) çerçevesinin diğerlerinden ayrıldığı görülmüştür. Bu makale çalışması kapsamında matematik öğretiminin niteliğine ilişkin işlevsel bir değerlendirme yapmak amacıyla geliştirilen MQI çerçevesinin ülkemizde kullanılabilmesi amacıyla Türkçe’ye adaptasyonu gerçekleştirilmiştir. Bu çalışmada söz konusu çerçevenin özellikleri, kullanım şekli, bileşenleri ve kuramsal arka planı okuyucuyla paylaşılmıştır. Ayrıca adaptasyonu yapılan çerçeve paylaşılmış ve potansiyel kullanıcılara yardımcı olacak performans göstergeleri detaylandırılmıştır.

scholarly journals Kartlegging av læreres kunnskap er ikke enkelt

2015 ◽  
Vol 9 (1) ◽  
pp. 7 ◽  
Author(s):  
Reidar Mosvold ◽  
Janne Fauskanger
Keyword(s):  
Mathematical Knowledge ◽  
Multiple Choice ◽  
Mathematical Knowledge For Teaching ◽  
Measuring Instruments ◽  
Measurement Instruments ◽  
Knowledge For Teaching ◽  
Types Of Knowledge ◽  
Different Types ◽  
Multiple Choice Items

Læreres kunnskap har betydning for elevenes læring, og som et ledd i prosessen for styrking av kvaliteten i norsk skole har politikere i senere tid ytret ønske om å kartlegge læreres kunnskap. Kartlegging av læreres kunnskap er imidlertid ikke enkelt, og i denne artikkelen undersøker vi hvordan de samme lærernes undervisningskunnskap i matematikk kan se ut til å være forskjellig når den måles ved hjelp av oppgaver med ulikt format. Deltakerne i studien var 30 praktiserende lærere, og instrumentet besto av 28 flervalgsoppgaver med tilhørende åpne oppgaver. Sammenhengen mellom lærernes kunnskap slik den måles ved hjelp av flervalgsoppgavene og de åpne oppgavene er ikke alltid klar. Det er derfor nødvendig å tilnærme seg måling av læreres undervisnings-kunnskap i matematikk med stor varsomhet. Nærmere undersøkelser er nødvendig for å finne ut hva slags type kunnskap som kan måles med ulike typer oppgaver og hva slags måleinstrumenter som kan brukes til hvilke formål.Nøkkelord: Undervisningskunnskap i matematikk, kartlegging, måleinstrument-er, flervalgsoppgaver AbstractTeachers’ knowledge influence students’ learning, and as part of their attempts to increase the quality of Norwegian schools, politicians have announced their intentions to measure the knowledge of teachers. Measuring teacher knowledge is not straightforward, however, and this article investigates how a group of mathematics teachers’ knowledge might appear different when measured by items of different formats. The participants in this study were 30 in-service teachers, and the instrument consisted of 28 multiple-choice items with associated open-response items. The connection between the teachers’ know-ledge as measured by multiple-choice items and open-response items is not always straightforward. As an implication, it is necessary to approach measure-ment of teachers’ mathematical knowledge for teaching with great care. Further studies are necessary in order to investigate what types of knowledge can be measured by different types of items and how different kinds of measuring instruments can be used for particular purposes.Key words: Mathematical knowledge for teaching, measurement, instruments, multiple-choice items 

scholarly journals ¿Qué nos revelan los instrumentos de observación de aula sobre clases de matemática en escuelas con trayectoria de mejoramiento?

2017 ◽  
Vol 44 (0) ◽  
Author(s):  
Ma. Victoria Martínez ◽  
Felipe Godoy ◽  
Ernesto Treviño ◽  
Leonor Varas ◽  
Gabriela Fajardo
Keyword(s):  
Scoring System ◽  
Classroom Assessment ◽  
Quality Of Instruction ◽  
Classroom Assessment Scoring System ◽  
Mathematical Quality Of Instruction ◽  
Mathematical Quality

Resumen El presente estudio analiza la capacidad de dos instrumentos de observación de aula, Classroom Assessment Scoring System (CLASS) y Mathematical Quality of Instruction (MQI), para describir el funcionamiento de aulas de matemática que pertenecen a escuelas municipales chilenas con trayectorias de mejoramiento. En concreto, se busca indagar, por una parte, cómo ambos instrumentos correlacionan y coinciden en encontrar determinados rasgos de la enseñanza, y por otra, en las descripciones cualitativas que esconden los puntajes asignados a cada sala. Los resultados nos indican, por un lado, que solamente la dimensión Diálogo Instruccional de CLASS correlaciona significativamente con algunas de las dimensiones de MQI y que los puntajes asignados a las aulas efectivamente permiten discriminar la calidad o frecuencia con que cada rasgo de la enseñanza aparece en cada aula. Sin embargo, las descripciones cualitativas mostraron que en cada sala es posible encontrar múltiples rasgos positivos de la enseñanza que permitieron a los profesores conducir una buena clase de matemática, con errores y elementos ausentes, pero que fueron reemplazados exitosamente por otros elementos de la enseñanza efectiva.

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