Exploring the Relationship between Qualitative Lesson Scores and Quantitative Qualities of Individual Codes [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Melhuish, Kathleen; White, Alexander; Strickland, Sharon K.; Wrightsman, Elizabeth
Titel	Exploring the Relationship between Qualitative Lesson Scores and Quantitative Qualities of Individual Codes [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Educational Quality; Classification; Scoring Rubrics; Lesson Plans; Grade 4; Elementary School Students; Prediction; Learning Processes; Teacher Student Relationship; Video Technology; Teaching Methods; Student Characteristics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Quality of education; Bildungsqualität; Classification system; Klassifikation; Klassifikationssystem; Scoring formulas; Auswertungsbogen; Lesson planning; Unterrichtsplanung; School year 04; 4. Schuljahr; Schuljahr 04; Vorhersage; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Describing and measuring instructional quality of mathematics lessons is a common goal amongst mathematics education researchers. Such work takes several forms such as classifying and coding instructional moves and student activity or providing high-level rubric-based scores in relation to categories. In this work, we share an innovative mixed methods approach to analyzing lesson data that includes both a time-based classification of instruction and an overall scoring component. Using the Math Habits framework, our project team analyzed a set of 97 fourth-eighth grade mathematics lessons including overall scores. From this qualitative analysis, we developed quantitative models to predict overall scores and better understand the ways that individual codes do or do not contribute to overall lesson score characterizations. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01