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ERIC Number: ED397131
Record Type: RIE
Publication Date: 1996-Apr
Pages: 58
Abstractor: N/A
Reference Count: N/A
Evaluation of Instructional Practice in the Secondary School Mathematics Classroom: A Cognitive Perspective.
Artzt, Alice F.; Armour-Thomas, Eleanor
The purpose of this exploratory study was to develop a model for evaluating teachers' instructional practices in mathematics and the cognitions associated with these practices. The sample consisted of seven beginning and seven experienced teachers of secondary school mathematics, who each taught one lesson of his or her own design. To evaluate instructional practice, a Phase-Dimension Framework for Assessing Mathematics Teaching was developed. It consisted of three dimensions (tasks, learning environment, discourse) that were adopted from the "Professional Standards for Teachers of Mathematics" of the National Council of Teachers of Mathematics (1991). To evaluate teacher thoughts, a Teacher Cognitions Framework was developed. It also considered teachers' overarching cognitions (goals, knowledge, beliefs) and their cognitions before (planning), during (monitoring and regulating), and after (evaluating and suggesting) their lesson enactments. Data were obtained through observations, lesson plans, videotapes, and audiotapes of structured interviews during the course of one semester. Data analysis suggests that teacher cognitions play a well-defined role in classroom practice. The findings provide useful insights for researchers, supervisors, and teacher educators interested in assessment techniques reflecting recommendations from current reform movements. Three appendixes contain practice ratings of highlighted lessons, a summary chart of lessons dimensions, and a summary of patterns of cognitions. (Contains 1 figure 2 tables, and 74 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: City Univ. of New York, NY.
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).