
05877808
j
2011b.00141
Hill, Heather C.
Loewenberg Ball, Deborah
Bass, Hyman
Blunk, Merrie
Brach, Katie
Charalambous, Charalambos Y.
Cole, Yaa
Dean, Carolyn
Delaney, Se\'an
Eskelson, Sam
Goffney, Imani Masters
Lewis, Jennifer M.
Phelps, Geoffrey
Sleep, Laurie
Thames, Marc
Zopf, Deborah
Measuring the mathematical quality of instruction.
J. Math. Teach. Educ. 14, No. 1, 2547 (2011).
2011
Springer Netherlands, Dordrecht
EN
B50
D20
D40
teacher knowledge
teacher education
Learning Mathematics for Teaching Project
educational research
doi:10.1007/s1085701091401
Summary: In this article, we describe a framework and instrument for measuring the mathematical quality of mathematics instruction. In describing this framework, we argue for the separation of the Mathematical Quality of Instruction (MQI), such as the absence of mathematical errors and the presence of sound mathematical reasoning, from pedagogical method. We argue that conceptualizing this key aspect of mathematics classrooms will enable more clarity in mathematics educators' research questions and will facilitate study of the mechanisms by which teacher knowledge shapes instruction and subsequent student learning. The instrument we have developed offers an important first step in demonstrating the viability of the construct.