Evaluating Mathematics Lessons for Cognitive Demand: Applying a Discursive Lens to the Process of Achieving Inter-Rater Reliability

Autor/inn/en	Weingarden, Merav; Heyd-Metzuyanim, Einat
Titel	Evaluating Mathematics Lessons for Cognitive Demand: Applying a Discursive Lens to the Process of Achieving Inter-Rater Reliability
Quelle	In: Journal of Mathematics Teacher Education, 26 (2023) 5, S.609-634 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heyd-Metzuyanim, Einat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-023-09579-2
Schlagwörter	Mathematics Instruction; Interrater Reliability; Cognitive Processes; Difficulty Level; Observation; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Interrater-Reliabilität; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this study, we examine "what went wrong" in our professional development program for encouraging cognitively demanding instruction, focusing on the difficulties we encountered in using an observational tool for evaluating this type of instruction and reaching inter-rater reliability. We do so through the lens of a discursive theory of teaching and learning. Data consisted of 10 coders' coding sheets while learning to apply the Coding Rubric for Video Observations tool on a set of recorded mathematics lessons. We show that some discrepancies between novice coders and experts were found in narratives about valued actions relating to social aspects of teaching, such as teacher explanations and students' struggle and discussion. These were relatively easy to detect from the written evaluations in the coding sheets. More problematic to pinpoint were places where discrepancies were found between novice and experts' stories about the mathematical objects discussed. These required re-observing the recorded lessons. The analysis revealed that novice coders referred to objects about which the observed teacher mainly explained calculations, whereas the experts searched for (often, signaling the absence of) mathematical objects that invited exploration. We discuss these findings based on a theory of different Pedagogical Discourses that form the background for expert and novice coders' interpretations of the coding manual. We conclude with practical implications for the process of achieving inter-rater reliability on observation tools for cognitively demanding instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01