Utilizing the M-Scan to measure standards-based mathematics teaching practices: affordances and limitations

Utilizing the M-Scan to measure standards-based mathematics teaching practices: affordances and... The Mathematics Scan (M-Scan), a content-specific observational measure, was utilized to examine the extent to which standards-based mathematics teaching practices were present in three focal lessons. While previous studies have provided evidence of validity of the inferences drawn from M-Scan data, no prior work has investigated the affordances and limitations of the M-Scan in capturing standards-based mathematics teaching. We organize the affordances and limitations into three categories: the operationalization of the M-Scan, the organization of the M-Scan, and the M-Scan within the larger ecology of instruction. Our analysis indicates the M-Scan differentiates among lessons in their use of standards-based mathematics teaching practices by operationalizing the M-Scan dimensions at the lesson level, sometimes at the expense of capturing the peaks and valleys within a single lesson. Simultaneously, the analysis revealed how the application of the rubrics may be impacted by lesson transcripts. We discuss the theoretical organization of the M-Scan and its implications for researchers and practitioners applying the rubrics. Finally, we point to the affordances and limitations of the M-Scan within the larger ecology of instruction by considering curricular issues and two dimensions of instruction not highlighted by the M-Scan. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ZDM Springer Journals

Utilizing the M-Scan to measure standards-based mathematics teaching practices: affordances and limitations

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Publisher
Springer Berlin Heidelberg
Copyright
Copyright © 2018 by FIZ Karlsruhe
Subject
Education; Mathematics Education; Mathematics, general
ISSN
1863-9690
eISSN
1863-9704
D.O.I.
10.1007/s11858-018-0931-7
Publisher site
See Article on Publisher Site

Abstract

The Mathematics Scan (M-Scan), a content-specific observational measure, was utilized to examine the extent to which standards-based mathematics teaching practices were present in three focal lessons. While previous studies have provided evidence of validity of the inferences drawn from M-Scan data, no prior work has investigated the affordances and limitations of the M-Scan in capturing standards-based mathematics teaching. We organize the affordances and limitations into three categories: the operationalization of the M-Scan, the organization of the M-Scan, and the M-Scan within the larger ecology of instruction. Our analysis indicates the M-Scan differentiates among lessons in their use of standards-based mathematics teaching practices by operationalizing the M-Scan dimensions at the lesson level, sometimes at the expense of capturing the peaks and valleys within a single lesson. Simultaneously, the analysis revealed how the application of the rubrics may be impacted by lesson transcripts. We discuss the theoretical organization of the M-Scan and its implications for researchers and practitioners applying the rubrics. Finally, we point to the affordances and limitations of the M-Scan within the larger ecology of instruction by considering curricular issues and two dimensions of instruction not highlighted by the M-Scan.

Journal

ZDMSpringer Journals

Published: Apr 5, 2018

References

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