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Unraveling High-Quality Mathematics Teaching in Algebra: Insights from Overlaying Domain-Specific and Content-Specific Observation Instruments

Artigo2024

Erica G. Litke ORCID; Amber G. Candela ORCID; Melissa D. Boston ORCID; Leslie C. Dietiker ORCID

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Resumo

When analyzing instructional quality in mathematics, observational measures can consider domain-specific instructional approaches (e.g., effective teaching of mathematics) and content-focused practices (e.g., effective teaching of a specific mathematical topic). In this study, we analyze lesson videos from secondary algebra classrooms using two different instruments--one focused on ambitious mathematics teaching practices and one focused on instructional features that support students' learning opportunities in algebra specifically. We consider the information provided by overlaying these instruments to raise implications for instructional improvement efforts, particularly related to how information from the instruments might inform formative feedback to teachers. We consider how alignment between instrument and instructional emphasis can influence the strengths and areas of instructional improvement identified in a given lesson. We further model a collaborative process for looking across observation instruments to deepen understanding of the information provided.

Dados da obra

Tipo
Artigo
Periódico
ZDM: Mathematics Education, v. 56, n. 5, p. 1011-1027
Editora
Springer Science+Business Media
Ano
2024 (2024-07-11)
Idioma
en
Palavras-chave
Educational Quality; Mathematics Instruction; Algebra; Feedback (Response); Teaching Methods; Alignment (Education); Instructional Improvement; Instructional Effectiveness; Formative Evaluation; Evaluation Methods; mathematics teaching quality; algebra instruction; teaching improvement; instrument alignment
Temas
Álgebra, Práticas Pedagógicas
DOI
10.1007/s11858-024-01606-7
ISSN
1863-9690, 1615-679X, 1863-9704
Licença
cc-by
Acesso
Acesso aberto
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
LITKE, Erica G. et al.. Unraveling High-Quality Mathematics Teaching in Algebra: Insights from Overlaying Domain-Specific and Content-Specific Observation Instruments. ZDM: Mathematics Education, v. 56, n. 5, p. 1011-1027, 2024. DOI: https://doi.org/10.1007/s11858-024-01606-7.

APA

Litke, E. G., Candela, A. G., Boston, M. D., & Dietiker, L. C. (2024). Unraveling High-Quality Mathematics Teaching in Algebra: Insights from Overlaying Domain-Specific and Content-Specific Observation Instruments. ZDM: Mathematics Education, 56(5), 1011-1027. https://doi.org/10.1007/s11858-024-01606-7

BibTeX
@article{litke2024,
  author = {Litke, Erica G. and Candela, Amber G. and Boston, Melissa D. and Dietiker, Leslie C.},
  title = {Unraveling High-Quality Mathematics Teaching in Algebra: Insights from Overlaying Domain-Specific and Content-Specific Observation Instruments},
  year = {2024},
  journal = {ZDM: Mathematics Education},
  volume = {56},
  number = {5},
  pages = {1011-1027},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-024-01606-7},
  language = {en}
}
RIS
TY  - JOUR
AU  - Litke, Erica G.
AU  - Candela, Amber G.
AU  - Boston, Melissa D.
AU  - Dietiker, Leslie C.
TI  - Unraveling High-Quality Mathematics Teaching in Algebra: Insights from Overlaying Domain-Specific and Content-Specific Observation Instruments
PY  - 2024
JO  - ZDM: Mathematics Education
VL  - 56
IS  - 5
SP  - 1011
EP  - 1027
DO  - 10.1007/s11858-024-01606-7
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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