Comparing Two Frameworks for Exploring the Quality of Mathematics Teaching in a Malawian Primary Classroom

Autor/inn/en	Gobede, Fraser; Mosvold, Reidar; Jakobsen, Arne
Titel	Comparing Two Frameworks for Exploring the Quality of Mathematics Teaching in a Malawian Primary Classroom
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 26 (2022) 2, S.100-110 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gobede, Fraser) ORCID (Mosvold, Reidar) ORCID (Jakobsen, Arne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2022.2100662
Schlagwörter	Educational Quality; Mathematics Instruction; Elementary School Students; Foreign Countries; Lesson Plans; Guidelines; Evaluation Criteria; Faculty Development; Teaching Methods; Alignment (Education); Malawi + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Mathematics lessons; Mathematikunterricht; Ausland; Lesson planning; Unterrichtsplanung; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Over the years, several frameworks and lesson observation protocols have been developed to ensure objectivity and consistency when determining the quality of a mathematics lesson. Frequently, the frameworks do not agree on the benchmarks for assessing and describing the quality of a lesson. This puts mathematics education researchers in a dilemma when deciding the appropriate framework for analysing mathematics lessons. Instead of treating the frameworks as mutually exclusive, we are of the view that each framework has some unique aspects that contribute to the story about the quality of a mathematics lesson. In this paper, we examine how the Mathematical Quality of Instruction framework and the Mediating Primary Mathematics framework, as lenses, help us to see and describe various aspects of instructional quality from one episode of a mathematics lesson in Malawi. We notice that the two frameworks share some common criteria for describing the quality of a mathematics lesson, such as the focus on making mathematical connections and using multiple representations, but they also differ on other areas of emphasis, such as the use of artefacts in the Mediating Primary Mathematics framework, and the emphasis on errors in the Mathematical Quality of Instruction framework. As such, we conclude that both frameworks can be useful for discussing the quality of a lesson in a professional development setup. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01