Further Exploration of the Classroom Video Analysis Approach for Measuring Usable Teaching Knowledge in Mathematics

Session Type: Symposium

Abstract

The Classroom Video Analysis (CVA) approach intends to measure usable teaching knowledge in mathematics. Initial studies have shown that scores from CVA assessments are reliable and predict teaching and student learning. In this symposium we further explore the usefulness and feasibility of the CVA approach by presenting empirical evidence supporting the construct validity of the Usable Teaching Knowledge construct, report on a newly developed CVA scale on numbers and operations used in a randomized trial, and on a study that modified the CVA approach to evaluate the effects of content and methods courses on teachers’ usable mathematics knowledge during the first years in the classroom. Finally, we report on successful efforts to automate scoring of teachers’ written CVA responses.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Nicole B. Kersting, The University of Arizona

Papers

• Exploring the Construct Validity of the Classroom Video Analysis Instrument as a Measure of Usable Teaching Knowledge in Mathematics - Nicole B. Kersting, The University of Arizona

• Comparing Classroom Video Analysis and Other Measures of Teacher Knowledge in the Evaluating Developing Mathematical Ideas Impact Study - James K.L. Hammerman, TERC

• The Effects of Teacher Preparation on Teaching Knowledge and Practice - James Hiebert, University of Delaware; Dawn M. Berk, University of Delaware; Anne K. Morris, University of Delaware

• Exploring the Reliability and Validity of Computer-Generated Scores to Improve the Scoring Process of the Classroom Video Analysis Assessments - Nicole B. Kersting, The University of Arizona; Bruce Sherin, Northwestern University; James W. Stigler, University of California - Los Angeles

Discussant

• Kevin F. Miller, University of Michigan - Ann Arbor