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

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.

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

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.

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

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.