Subject-Specific Characteristics of Instructional Quality in Mathematics Education

Autor/inn/en	Schlesinger, Lena; Jentsch, Armin; Kaiser, Gabriele; König, Johannes; Blömeke, Sigrid
Titel	Subject-Specific Characteristics of Instructional Quality in Mathematics Education
Quelle	In: ZDM: The International Journal on Mathematics Education, 50 (2018) 3, S.475-490 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schlesinger, Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0917-5
Schlagwörter	Instructional Effectiveness; Mathematics Instruction; Educational Quality; Classroom Observation Techniques; Mathematics Education; Video Technology; Mixed Methods Research; Content Analysis; Classroom Techniques; Teacher Student Relationship; Feedback (Response); Teacher Effectiveness; Academic Standards; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Quality of education; Bildungsqualität; Mathematische Bildung; Inhaltsanalyse; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Ausland; Deutschland
Abstract	Instructional research in German-speaking countries has conceptualized teaching quality recently according to three generic dimensions, namely, classroom management, student support and cognitive activation. However, as these dimensions are mainly regarded as generic, subject-specific aspects of mathematics instruction, e.g., the mathematical depth of argumentation or the adequacy of concept introductions, are not covered in depth. Therefore, a new instrument for the analysis of instructional quality was developed, which extended this three-dimensional framework by relevant subject-specific aspects of instructional quality. In this paper, the newly developed observational protocol is applied to three videotaped mathematics lessons from the NCTE video library of Harvard University to explore strengths and weaknesses of this instrument, and to examine in more detail how the instrument works in practice. Therefore, we used a mixed-methods design to extend the quantitative observer ratings, which enable high inference, by methods from qualitative content analysis. The results suggest the conclusion that the framework differentiates well between the lessons under a subject-specific perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01