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Effects of District Efforts to Improve Quality and Coherence of Pre-K–2 Math Instruction
Thu, April 11, 10:50am to 12:20pm, Pennsylvania Convention Center, Floor: Level 100, Room 103BSession Type: Symposium
Abstract
This session discusses findings from an in-depth, four-year longitudinal study of two districts’ efforts to create greater quality and coherence in math instruction from preschool through second grade. We report on the effects of district policies on the overall quality and variation of teachers’ math instruction. Using data from a new observation measure designed to assess nuanced differences in math instruction, we report changes across grades in specific qualities of instruction. A third presentation describes analyses of teachers’ knowledge of their students’ math skills to understand the limited use of differentiated instruction. The final presentation examines how the nature of changes over grades in the variation in problem-solving strategies used by children in the same class predicted children’s math skills.
Sub Unit
Chair
Papers
District Efforts to Improve the Quality and Coherence of Math Instruction Pre-K–2 - Cynthia E. Coburn, Northwestern University; Megan L. Franke, University of California - Los Angeles; Abigail Stein, Carnegie Mellon University; Kelley Durkin, Vanderbilt University; Luke Rainey, Vanderbilt University; Dale C. Farran, Vanderbilt University; Stone Dawson, Vanderbilt University; Graciela Borsato, Stanford University
Changes Across Grades Pre-K–2 in Math Instruction - Kelley Durkin, Vanderbilt University; Dale C. Farran, Vanderbilt University; Luke Rainey, Vanderbilt University; Stone Dawson, Vanderbilt University
Teachers' Reported Characterizations and Supports for Students in Mathematics - Megan L. Franke, University of California - Los Angeles; Juliet Lee, Westfield State University; Christine Roberts, University of California - Los Angeles
Classroom Strategy Diversity and Children’s Early Mathematical Growth - Crystal A Day-Hess, University of Denver; Douglas H. Clements, University of Denver; Dale C. Farran, Vanderbilt University; Kelley Durkin, Vanderbilt University; Yixiao Dong, University of California - Santa Barbara; Julie Sarama, University of Denver