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.

Preservice Teachers Decomposing Ambitious Mathematics Teaching

We examined preservice teachers' experiences during a clinically embedded mathematics methods course, specifically examining the impact of video-based professional learning structures using the Mathematical Quality of Instruction (MQI; Learning Mathematics for Teaching, 2014) instruments on their collaborative planning and collective observations. Preservice teachers co-taught the summer PDS Math Lab within a Professional Learning Community with structured observations with video analysis that entailed: a) Collaborative planning; b) Structured Observations targeting instructional analysis focused on ambitious teaching practices; c) Use of the MQI that focused on the richness of mathematics. The authors detail the specific affordances of the structured observation with video analysis in a math methods course in a teacher preparation program and how the clinically embedded coursework supported preservice teachers' decomposition of ambitious teaching and bridge practitioner and academic knowledge.

Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial

This article describes and evaluates a web-based coaching program designed to support teachers in implementing Common Core–aligned math instruction. Web-based coaching programs can be operated at relatively lower costs, are scalable, and make it more feasible to pair teachers with coaches who have expertise in their content area and grade level. Results from our randomized field trial document sizable and sustained effects on both teachers’ ability to analyze instruction and on their instructional practice, as measured by the Mathematical Quality of Instruction instrument and student surveys. However, these improvements in instruction did not result in corresponding increases in math test scores as measured by state standardized tests or interim assessments. We discuss several possible explanations for this pattern of results.