Reading, Writing, and Discourse: How Are These Practices Represented and Defined in Mathematics Observation Instruments?

• In Event: Marriott Roundtable Session 33
  In Roundtable Session: Writing and Literacies in STEM

Abstract

Integrated literacy instruction is emphasized in teacher preparation programs. This study uses a comprehensive literature review to generate a list of suggested research-based practices for effectively integrating literacy instruction in mathematics. In mathematics education the ability to communicate ideas, share and explain your thinking is expected. The collaborative analysis of the literature is used to examine mathematics observation instruments. This study focuses on the Reformed Teaching Observation Protocol (RTOP), Mathematics Quality of Instruction (MQI), and the Mathematics Classroom Observation Protocol for Practices (MCOP2). The findings indicate that literacy practices related to discourse are represented to a similar degree across all instruments, writing is represented minimally, and reading instruction was not included. Implications for practice and research are provided.

Authors

• Christie Lynn Martin, University of South Carolina - Columbia

• Marte Blikstad-Balas, University of Oslo