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ERIC Number: EJ914056
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 76
ISBN: N/A
ISSN: ISSN-1940-4476
Understanding, Questioning, and Representing Mathematics: What Makes a Difference in Middle School Classrooms?
Capraro, Mary Margaret; Capraro, Robert M.; Carter, Tamara; Harbaugh, Adam
RMLE Online: Research in Middle Level Education, v34 n4 p1-19 2010
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.)
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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A