Quality of Mathematics Teaching: Does Its Rating Depend on the Analysis Instrument?

• In Event: Data Analysis as a Topic for Instruction and a Means for Understanding Math Teaching and Learning

Abstract

The study to be presented deals with the question concerning the extent to which the teaching quality of the same mathematics class receives similar or divergent ratings if it is evaluated with three different high-inference analysis instruments. The instruments differ not only in their theoretical perspective and in the quality aspects they focus on but also in their inclusion of non-domain-specific and domain-specific aspects of teaching quality. The analyzed mathematics class comes from a sixth-grade classroom and is taught by a pre-service teacher. A comparison of the quality ratings indicates that their results vary depending on the analysis instrument used. In particular, the instruments do not take account of shortcomings in technical correctness in the same way.

Author

• Esther Brunner, Thurgau University of Teacher Education