Unraveling high-quality mathematics teaching in algebra: insights from overlaying domain-specific and content-specific observation instruments

Abstract

When analyzing instructional quality in mathematics, observational measures can consider domain-specific instructional approaches (e.g., effective teaching of mathematics) and content-focused practices (e.g., effective teaching of a specific mathematical topic). In this study, we analyze lesson videos from secondary algebra classrooms using two different instruments—one focused on ambitious mathematics teaching practices and one focused on instructional features that support students’ learning opportunities in algebra specifically. We consider the information provided by overlaying these instruments to raise implications for instructional improvement efforts, particularly related to how information from the instruments might inform formative feedback to teachers. We consider how alignment between instrument and instructional emphasis can influence the strengths and areas of instructional improvement identified in a given lesson. We further model a collaborative process for looking across observation instruments to deepen understanding of the information provided.