Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability

The purpose of this study is to introduce a measure of standards-based mathematics teaching practices, the Mathematics Scan (M-Scan), and to examine its validity and score reliability. First, we define standards-based mathematics teaching practices based on eight dimensions that have emerged in rece...

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Bibliographic Details
Published inEducational studies in mathematics Vol. 85; no. 1; pp. 109 - 128
Main Authors Walkowiak, Temple A., Berry, Robert Q., Meyer, J. Patrick, Rimm-Kaufman, Sara E., Ottmar, Erin R.
Format Journal Article
LanguageEnglish
Published Dordrecht Springer 01.01.2014
Springer Netherlands
Subjects
Classroom interaction
Classroom observations
Education
Educational research
Learning
Mathematics
Mathematics Education
Mathematics teachers
Observational research
Statistical variance
Study and teaching
Teachers
Teaching methods
Mathematics teaching practices
Validity
Score reliability
Standards-based
Observational measure
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Summary:The purpose of this study is to introduce a measure of standards-based mathematics teaching practices, the Mathematics Scan (M-Scan), and to examine its validity and score reliability. First, we define standards-based mathematics teaching practices based on eight dimensions that have emerged in recent conceptualizations by researchers and in the context of existing observational measures. Second, we present three sources of validity evidence: content review by experts, analysis of response processes of coders, and convergent and discriminant patterns with existing observational measures. Third, we provide evidence of inter-coder (or inter-rater) reliability through analyses of variance components and calculation of reliability coefficients, using the framework of generalizability theory. Results show the M-Scan holds promise as a useful tool in mathematics education research, measuring indicators of standards-based teaching practices unique to the subject of mathematics.
ISSN:0013-1954
1573-0816
DOI:10.1007/s10649-013-9499-x