Abstract

Algebra is a key course in the high school mathematics sequence. Despite its prominence, large-scale examinations of algebra instruction are rare and it is not clear whether and how instructional practices that support students’ learning of algebra content manifest in classroom instruction. Drawing on video from 108 ninth-grade algebra lessons from 5 districts recorded as part of the Measures of Effective Teaching (MET) Project, I describe instruction using scores from a newly developed, algebra-focused observation tool to ground the description of instructional practice in the content being taught. I present the range of instructional formats and the nature and quality of algebra-focused instructional features related to the teaching of procedures and to the ways in which teachers leverage connections to support students’ algebra learning. To illustrate these descriptive results, I present case studies of 2 lessons: 1 rated typical and 1 rated high-quality. I find that although the majority of lessons in the sample follow traditional formats, specific instructional features that benefit student learning in algebra are present to a modest degree across lessons, though not often at high levels of quality. The case lessons demonstrate both glimmers of promise and missed opportunities to engage in instruction that benefits student learning of algebra. I discuss the implications of these results for improving the quality of algebra teaching and argue for the affordances of a content-focused observation tool as a lens for instructional improvement efforts.

摘要

代数是高中数学课程中的关键课程。尽管有突出的表现，但很少进行大规模的代数教学考试，并且尚不清楚在课堂教学中是否以及如何支持学生学习代数内容的教学实践。作为有效教学措施（MET）项目的一部分，我从5个地区的108项九年级代数课程的视频中汲取了经验，我使用来自新开发的，以代数为重点的观察工具的分数来描述教学，以此来描述教学实践。所教授的内容。我将介绍教学格式的范围以及与程序教学有关的以代数为中心的教学特征的性质和质量，以及与教师利用联系来支持学生的代数学习的方式。为了说明这些描述性的结果，我提供了2个案例的案例研究：1个等级为典型，1个等级为高质量。我发现，尽管样本中的大多数课程都遵循传统格式，但在代课中适度地体现了有益于代数学习的特定教学功能，尽管其质量往往不高。案例课程既显示了前途的光明，也错过了进行有益于学生学习代数的教学的机会。我讨论了这些结果对提高代数教学质量的影响，并主张以内容为中心的观察工具作为教学改进工作的镜头。我发现，尽管样本中的大多数课程都遵循传统格式，但在代课中适度地体现了有益于代数学习的特定教学功能，尽管其质量往往不高。案例课程既展示了前途的光明，也错过了进行有益于学生学习代数的教学的机会。我讨论了这些结果对提高代数教学质量的影响，并主张以内容为中心的观察工具作为教学改进工作的镜头。我发现，尽管样本中的大多数课程都遵循传统格式，但在代课中适度地体现了有益于代数学习的特定教学功能，尽管其质量往往不高。案例课程既显示了前途的光明，也错过了进行有益于学生学习代数的教学的机会。我讨论了这些结果对提高代数教学质量的影响，并主张以内容为中心的观察工具作为教学改进工作的镜头。案例课程既显示了前途的光明，也错过了进行有益于学生学习代数的教学的机会。我讨论了这些结果对提高代数教学质量的影响，并主张以内容为中心的观察工具作为教学改进工作的镜头。案例课程既显示了前途的光明，也错过了进行有益于学生学习代数的教学的机会。我讨论了这些结果对提高代数教学质量的影响，并主张以内容为中心的观察工具作为教学改进工作的镜头。