Elementary

This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual student learning. The aim of this process is to (a) combine existing rubrics that capture teaching strategies and positioning construct protocol, (b) test the combined rubric in multiple elementary classroom settings, (c) revise the rubric in light of testing to create a more consistent version, and (d) retest with a larger sample of classrooms.

This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual student learning. The aim of this process is to (a) combine existing rubrics that capture teaching strategies and positioning construct protocol, (b) test the combined rubric in multiple elementary classroom settings, (c) revise the rubric in light of testing to create a more consistent version, and (d) retest with a larger sample of classrooms.

This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual student learning. The aim of this process is to (a) combine existing rubrics that capture teaching strategies and positioning construct protocol, (b) test the combined rubric in multiple elementary classroom settings, (c) revise the rubric in light of testing to create a more consistent version, and (d) retest with a larger sample of classrooms.

Collaborative partnerships between families and teachers have the potential to support and transform students’ mathematics learning experiences. This study focused on interactions among mothers and teachers of multilingual elementary grade students who participated together in workshops focused on teaching and learning mathematics. We analyzed participants’ engagement in open-ended, culturally responsive mathematics tasks designed to foster collaboration and equitable participation.

Collaborative partnerships between families and teachers have the potential to support and transform students’ mathematics learning experiences. This study focused on interactions among mothers and teachers of multilingual elementary grade students who participated together in workshops focused on teaching and learning mathematics. We analyzed participants’ engagement in open-ended, culturally responsive mathematics tasks designed to foster collaboration and equitable participation.

Collaborative partnerships between families and teachers have the potential to support and transform students’ mathematics learning experiences. This study focused on interactions among mothers and teachers of multilingual elementary grade students who participated together in workshops focused on teaching and learning mathematics. We analyzed participants’ engagement in open-ended, culturally responsive mathematics tasks designed to foster collaboration and equitable participation.

The early development of spatial reasoning skills has been linked to future success in mathematics (Wai, Lubinski, & Benbow, 2009), but research to date has mainly focused on the development of these skills within classroom settings rather than at home. The home environment is often the first place students are exposed to, and develop, early mathematics skills, including spatial reasoning (Blevins-Knabe, 2016; Hart, Ganley, & Purpura, 2016).

Cognitive interviews play an important role in articulating the intended construct of educational assessments. This paper describes the iterative development of protocols for cognitive interviews with kindergarten through second-grade children to understand how their spatial reasoning skill development aligns with intended constructs. We describe the procedures used to gather evidence of construct relevance and improved alignment to task-based interview items through multiple pilot rounds before conducting cognitive interviews.

Perry, L., Kuehnert, E., & Ketterlin-Geller, L. R. (2022). Promoting spatial orientation: A math activity for teachers and families. Teaching Young Children, 15(3), 8-12.

In this report section, we discuss the importance of aligning classroom assessments with learning goals and instructional practices to both shape and evaluate students’ learning opportunities. We describe a plausible solution for improving alignment by integrating theories of learning in the design of classroom assessments. We discuss ways in which the specification of theories of learning as learning progressions can improve alignment between classroom assessments and instruction by focusing on the content, task design, and data generated from classroom assessments.