Measuring the mathematical quality of instruction.
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| Title: | Measuring the mathematical quality of instruction. |
|---|---|
| Source: | Journal of Mathematics Teacher Education. Feb2011, Vol. 14 Issue 1, p25-47. 23p. 1 Diagram, 4 Charts. |
| Subject Terms: | *Mathematics education, *Mathematical readiness, *Teacher-student communication, *Learning ability, *Teacher-student relationships, *Teacher influence, *Classroom management |
| Abstract: | In this article, we describe a framework and instrument for measuring the mathematical quality of mathematics instruction. In describing this framework, we argue for the separation of the mathematical quality of instruction (MQI), such as the absence of mathematical errors and the presence of sound mathematical reasoning, from pedagogical method. We argue that conceptualizing this key aspect of mathematics classrooms will enable more clarity in mathematics educators' research questions and will facilitate study of the mechanisms by which teacher knowledge shapes instruction and subsequent student learning. The instrument we have developed offers an important first step in demonstrating the viability of the construct. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 58605661 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Measuring the mathematical quality of instruction. – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Feb2011, Vol. 14 Issue 1, p25-47. 23p. 1 Diagram, 4 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+readiness%22">Mathematical readiness</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+ability%22">Learning ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+influence%22">Teacher influence</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article, we describe a framework and instrument for measuring the mathematical quality of mathematics instruction. In describing this framework, we argue for the separation of the mathematical quality of instruction (MQI), such as the absence of mathematical errors and the presence of sound mathematical reasoning, from pedagogical method. We argue that conceptualizing this key aspect of mathematics classrooms will enable more clarity in mathematics educators' research questions and will facilitate study of the mechanisms by which teacher knowledge shapes instruction and subsequent student learning. The instrument we have developed offers an important first step in demonstrating the viability of the construct. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=58605661 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-010-9140-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 25 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Mathematical readiness Type: general – SubjectFull: Teacher-student communication Type: general – SubjectFull: Learning ability Type: general – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Teacher influence Type: general – SubjectFull: Classroom management Type: general Titles: – TitleFull: Measuring the mathematical quality of instruction. Type: main BibRelationships: IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 14 – Type: issue Value: 1 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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