A Comparison of Mathematics Classroom Observation Protocols

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  • 1 Duquesne University
  • 2 Bowling Green State University
  • 3 Washington State University–Vancouver
  • 4 Drake University

In this article, we provide information to assist mathematics teacher educators in selecting classroom observation tools. We review three classroom observation tools: (1) the Reform-Oriented Teaching Observation Protocol (RTOP); (2) the Instructional Quality Assessment (IQA) in Mathematics; and (3) the Mathematical Quality of Instruction (MQI). We begin by describing each tool and providing examples of research studies or program evaluations using each tool. We then look across tools to identify each tool's specific focus, and we discuss how the features of each tool (and the protocol for its use) might serve as affordances or constraints in relation to the goals, purposes, and resources of a specific investigation. We close the article with suggestions for how each tool might be used by mathematics teacher educators to support teachers' learning and instructional change.

Contributor Notes

Melissa Boston, G14 Canevin, 600 Forbes Avenue, Duquesne University, Pittsburgh, PA 15282; bostonm@duq.edu

Jonathan Bostic, 529 Education Building, Bowling Green State University, Bowling Green, OH 43403-0001; bosticj@bgsu.edu

Kristin Lesseig, VUB 345, 14204 NE Salmon Creek Ave., Washington State University–Vancouver, Vancouver, WA 98686; kristin.lesseig@vancouver.wsu.edu

Milan Sherman, 211 Howard Hall, 2507 University Ave., Drake University, Des Moines, IA 50311; milan.sherman@drake.edu

(Corresponding author is Boston bostonm@duq.edu)(Corresponding author is Bostic bosticj@bgsu.edu)(Corresponding author is Lesseig kristin.lesseig@vancouver.wsu.edu)(Corresponding author is Sherman milan.sherman@drake.edu)
Mathematics Teacher Educator

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