Classroom observations have become an integral part of research related to mathematics education. In this qualitative study, we describe the current state of the mathematics education field with regard to the use of classroom observation. The research question was: How is classroom observation being used to measure instructional quality in mathematics education research? In all, 114 peer-reviewed manuscripts published between 2000 and 2015 that involved classroom observation as part of an empirical study were examined using a cross-comparative methodology. Seventy (61%) did not use a formalized classroom observation protocol (COP), 21 (18%) developed their own COP, and 23 (20%) used a previously developed COP. Of the implemented COPs, 44% have published validity evidence in a peer-reviewed journal. We perceive the great variety of research approaches for classroom observation as necessary and potentially challenging in moving mathematics education forward with respect to research on instructional contexts.

课堂观察已成为与数学教育有关的研究的组成部分。在此定性研究中，我们描述了有关课堂观察的使用情况的数学教育领域的现状。研究的问题是：在数学教育研究中如何使用课堂观察来衡量教学质量？使用交叉比较的方法对2000年至2015年之间发布的114篇经同行评审的手稿进行了观察研究，这些手稿涉及课堂观察，是一项实证研究的一部分。七十（61％）未使用正式的课堂观察协议（COP），二十一（18％）开发了自己的COP，二十三（20％）使用了先前开发的COP。在已实施的COP中，有44％的已在同行评审期刊上发表了有效性证据。我们认为课堂观察的多种研究方法是必要的，并且在推动数学教育相对于教学情境的研究方面具有挑战性。