Using Teachers’ Analyses of Teaching to Measure Usable Knowledge for Teaching Ratios, Proportions, Variables, Expressions, Equations

• In Event: Poster Session 18
  In Poster Session: Teachers’ Beliefs, Knowledge, and Instructional Practice

Abstract

The Classroom Video Analysis (CVA) approach uses teachers’ analyses of classroom video clips to measure usable knowledge for teaching mathematics. In previous research, CVA scores from a set of fractions clips correlated with a topic-matched Mathematics Knowledge for Teaching (MKT) scale and significantly predicted teaching quality and students’ learning. In this study we developed two new CVA scales, one on ratios and proportions (RP), the other on variables, expressions and equations (VEE). Results for both scales were consistent with results from the fractions study: Scales and subscales were reliable, and significantly and strongly related to scores from topic-matched MKT scales.

Authors

• Nicole B. Kersting, The University of Arizona

• Taliesin Sutton, The University of Arizona

• Crystal Bartel, The University of Arizona

• Kathleen Jablon Stoehr, Santa Clara University

• Saeideh Heshmati, The University of Arizona

• Guadalupe Lozano, The University of Arizona

• James W. Stigler, University of California - Los Angeles