Understanding, Questioning, and Representing Mathematics: What Makes a Difference in Middle School Classrooms?

Autor/inn/en	Capraro, Mary Margaret; Capraro, Robert M.; Carter, Tamara; Harbaugh, Adam
Titel	Understanding, Questioning, and Representing Mathematics: What Makes a Difference in Middle School Classrooms?
Quelle	In: RMLE Online: Research in Middle Level Education, 34 (2010) 4, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
Schlagwörter	Teacher Effectiveness; Academic Achievement; Classrooms; Grade 6; Middle School Teachers; Mathematics Teachers; Middle Schools; Mathematical Concepts; Mathematics Instruction; Mathematics Education; Evaluation; Video Technology; Mathematics Achievement; Intervals; Scores; Pretests Posttests; Regression (Statistics) + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Classroom; Klassenraum; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Evaluierung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse
Abstract	Understanding the nexus of theorized Teaching Quality Measures (TQMs) and classroom enactments of learning goals is important. Video and student performance data for a two-year period were examined for two sixth grade mathematics teachers. Due to their importance in contributing to the development of mathematical conceptual understanding, the TQMs coded in the videos were "probing for student understanding, encouraging curiosity and questioning, and using accurate representational forms." For each of the TQMs, graphical, time-integrated analyses were constructed and used to aid analysis and presentation of the results of coding. Although these middle school teachers generally remained consistent in their delivery of instruction, they modestly increased their enactments of the three TQMs. By the second year, both teachers demonstrated increases from their initial level of enactments, and when comparing each teacher's performance to the prior year, their increased enactments were related to improved student performance based on the learning goal of converting fractions, decimals, and percents. (Contains 3 figures and 3 tables.) (As Provided).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/RMLEOnline/Articles/tabid/101/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10