Learning to Notice Ambitious Mathematics Instruction Through Cycles of Structured Observation and Reflection

• In Event: 42.083 - Roundtable Session 17
  In Roundtable Session: 42.083-3 - Investigations in Mathematics Teachers' Learning and Practice

Abstract

This study investigates the aspects of ambitious mathematics instruction that five teacher candidates noticed as they participated in three cycles of structured observation and reflection. First the teacher candidates observed video of mathematics instruction, using the rubrics in the Mathematical Quality of Instruction (MQI) to reflect on and debrief the teachers’ instruction. Then they used the MQI to observe, reflect on, and debrief a clinical faculty’s instruction, their peers’ instruction, and their own instruction. Analyses revealed that the teacher candidates were more likely to discuss how teachers used student mathematical contributions, teachers’ explanations, and teachers’ errors. They also were very positive about the use of the MQI as an observational tool. Trends and implications are discussed.

Authors

• Melissa A. Gallagher, University of Louisiana at Lafayette

• Jennifer M. Suh, George Mason University

• Lesley King, George Mason University