The Nature and Quality of Algebra Instruction in Five Urban Districts

• In Event: Teacher Perceptions and Moves in Mathematics Classrooms

Abstract

Algebra is a key course in the high school mathematics sequence. Yet despite its prominence, large-scale examinations of algebra instruction are rare. In this study, I endeavor to better understand contemporary algebra instruction. I explore instructional practices across a large sample of video recorded 9th grade algebra lessons from 5 urban districts. I draw on video and other data from the Measures of Effective Teaching (MET) Project and utilize an observation instrument designed specifically for algebra to describe the frequency and quality of algebra-specific practices lessons in the sample. I find that while these instructional features do not frequently occur in depth or at high levels of quality, they do to occur to some degree.

Author

• Erica Litke, University of Delaware