Toward a New Model for Research on Ambitious Mathematics Teaching

Author:
James Hiebert University of Delaware

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Ronald Gallimore University of California, Los Angeles

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James W. Stigler University of California, Los Angeles

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Volume/Issue:
Volume 56: Issue 1
Page(s):
21–28
DOI:
https://doi.org/10.5951/jresematheduc-2023-0052
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Keywords:
Teaching research; Learning opportunities; Dependent variables; Teaching observations; High-quality mathematics teaching

We propose a model for investigating the quality of mathematics teaching using learning opportunities as an alternative dependent variable to student learning outcomes. We define learning opportunities as opportunities intended by the teacher and engaged by students. We use a general learning goal—conceptual understanding—to show that sufficient empirical evidence exists to identify features of learning opportunities that reliably connect with commonly desired learning outcomes. If accepted, our model would allow teaching researchers to reallocate scarce resources to study, in more detail, the nature of teaching that yields learning opportunities with desired features engaged by students. We believe the model could clarify the criteria for justifying appropriate dependent variable selection in research designs, grant proposals, and manuscript drafts.

Contributor Notes

James Hiebert, School of Education, University of Delaware, Newark, DE 19711; hiebert@udel.edu

Ronald Gallimore, Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, Los Angeles, CA 90095; ronaldg@ucla.edu

James W. Stigler, Department of Psychology, University of California, Los Angeles, Los Angeles, CA 90095; stigler@ucla.edu

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2025
Page Count:
8
Article Category:
Article Commentary
Received:
14 Dec 2023
Accepted:
22 Apr 2024
Print Publication Date:
01 Jan 2025
Online Publication Date:
Jan 2025
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