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 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 ¿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.

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 Transdisciplinární didaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory

2017 ◽  
Author(s):  
Jan Slavík ◽  
Tomáš Janík ◽  
Petr Najvar ◽  
Petr Knecht
Keyword(s):  
Instructional Quality ◽  
Theoretical Background ◽  
Theory And Practice ◽  
Research Approach ◽  
Instructional Environment ◽  
Quality Of Instruction ◽  
The Third ◽  
The Relationship ◽  
Multicase Study

The book concentrates on teaching and instructional quality with emphasis on the relationship between educational theory and practice with respect to teacher education. In the first part of the book, philosophical and theoretical background is introduced of a research specific methodology that focuses on analysing the development of instructional environment and also on assessing its quality. In the second part of the book, the 3A procedure is described as a research approach specifically designed to analyse instructional quality. The third part of the book summarises the results of a multicase study carried out within the framework of the 3A procedure. The book aims to serve as inspiration to theorists in general and field didactics, teachers interested in instructional quality, school headmasters and all those who assess the didactical quality of instruction.

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