Classroom observation and mathematics education research

Journal of Mathematics Teacher Education - Tập 24 - Trang 5-31 - 2019
Jonathan Bostic1, Kristin Lesseig2, Milan Sherman3, Melissa Boston4
1Bowling Green State University, Bowling Green, USA
2[Washington State University Vancouver, Vancouver, USA]
3Drake University, Des Moines, USA
4Duquesne University, Pittsburgh, USA

Tóm tắt

Classroom observations have become an integral part of research related to mathematics education. In this qualitative study, we describe the current state of the mathematics education field with regard to the use of classroom observation. The research question was: How is classroom observation being used to measure instructional quality in mathematics education research? In all, 114 peer-reviewed manuscripts published between 2000 and 2015 that involved classroom observation as part of an empirical study were examined using a cross-comparative methodology. Seventy (61%) did not use a formalized classroom observation protocol (COP), 21 (18%) developed their own COP, and 23 (20%) used a previously developed COP. Of the implemented COPs, 44% have published validity evidence in a peer-reviewed journal. We perceive the great variety of research approaches for classroom observation as necessary and potentially challenging in moving mathematics education forward with respect to research on instructional contexts.

Tài liệu tham khảo

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