Advertisement

Mathematics Education Research Journal

, Volume 26, Issue 2, pp 301–323 | Cite as

Classroom observation data and instruction in primary mathematics education: improving design and rigour

  • Carla J. Thompson
  • Sandra B. Davis
Original Article
First Online:

Abstract

The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics classroom observational data and student achievement data, and (b) to examine the impact of providing periodic classroom observational data feedback to teachers using a Relational-Feedback-Intervention (RFI) Database Model. This observational research effort focused on an empirical examination of student engagement levels in time spent on specific learning activities observed in primary mathematics classrooms as predictors of student competency outcomes in mathematics. Data were collected from more than 2,000 primary classroom observations in 17 primary schools during 2009–2011 and from standardised end-of-year tests for mathematics achievement. Results revealed predictive relationships among several types of teaching and learning tasks with student achievement. Specifically, the use of mathematics concepts, technology and hands-on materials in primary mathematics classrooms was found to produce substantive predictors of increased student mathematics achievement. Additional findings supported the use of periodic classroom observation data reporting as a positive influence on teachers’ decisions in determining instructional tasks for inclusion in primary mathematics classrooms. Study results indicate classroom observational research involving a RFI Database Model is a productive tool for improving teaching and learning in primary mathematics classrooms.

Keywords

Primary mathematics education Relational-Feedback-Intervention Database Model Observational research Primary classroom observations 
This is a preview of subscription content, log in to check access.

Notes

References

  1. AAMT. (2011). Australian Association of Mathematics Teachers Strategic Plan 2011–2013. Stepney, SA: AAMT, Inc. http://www.aamt.edu.au/ Accessed 3 August 2012.
  2. ACER. (2011). Teachers must prepare students for using mathematics in the real world. Australian Council for Educational Research Media Release. http://www.acer.edu.au/ Accessed 28 August 2012.
  3. Anthony, G., & Walshaw, M. (2009). Effective pedagogy in mathematics. Educational Practices Series II. Belley, France: International Academy of Education. http://www.iaoed.org Accessed 18 August 2012.
  4. Asuman, D., & Oylum, A. (2007). An observation study in elementary mathematics classrooms. Education and Science, 32(145), 16–22. http://www.egitimvebilim.ted.org.tr/index.php/EB/article/viewFile/753/150 Accessed 20 August 2012.Google Scholar
  5. Baker, S., Gersten, R., & Lee, D. (2002). Synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, 103(1), 51–73.CrossRefGoogle Scholar
  6. Brousseau, G. (1999). Observation and mathematics in European Research in Mathematics Education I: Keynote Address 1. (Schwank, I., Editor) Proceedings of the First Conference of the European Society in Mathematics Education, Osnabruck, Germany: Corel Ventura. http://www.fmd.uni-osnabrueck.de/ebooks/erme/cermel-proceedings/papers/ka-brousseau.pdf Accessed 23 August 2012.
  7. Clarke, D. (2010). The learner’s perspective studies: an international collaborative in mathematics education. http://www.lps.iccr.edu.au/ Accessed 24 August 2013.
  8. Clarke, D., Keitel, C., & Shimizu, Y. (2006). Mathematics classrooms in twelve countries: the insider’s perspective. Rotterdam, The Netherlands: Sense Publishers, http://searchworks.stanford.edu/view/9259004 Accessed 20 April 2013.
  9. Codd, E. (1970). A relational model of data for large shared data banks. Communications of the American Computing Machinery, 13(6), 377–387. http://www.acm.org/classics/nov05/toc.html Accessed 15 January 2012.Google Scholar
  10. Cohen, J. (1969). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.Google Scholar
  11. Englert, K., Fries, D., Goodwin, B., Martin-Glenn, M., & Michael, S. (2004). Understanding how principals use data in a new environment of accountability. Regional Educational Laboratory Contract #ED-01-CO-0006: MCREL—Midcontinent Research for Education and Learning.Google Scholar
  12. English, L. D., & Bussi, M. B. (2008). Handbook of international research in mathematics education (2nd ed.). New York: Routledge Taylor & Francis.Google Scholar
  13. FLDOE. (2011). The Florida Comprehensive Assessment Test. Florida State Department of Education Website: http://fcat.fldoe.org/fcat/ Accessed 25 April 2013.
  14. Gersten, R., Beckman, S., Clark, B., Foegen, A., Marsh, L., Star, J., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for middle and elementary schools. What Works Clearinghouse Institute of Education Sciences. Washington, DC: U. S. Department of Education. http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=2 Accessed 28 July 2012.
  15. Ginsburg-Block, M. (1999). Standards-based interventions in elementary mathematics. Center for Applied Research and Educational Improvement (CAREI) Research and Practice Newsletter, 7(2), University of Minnesota Website: http://www.cehd.umn.edu/carei/reports/rpractice/Fall99/elem-math.html Accessed 23 August 2012.
  16. Gonzales, P. (2009). Highlights from TIMSS 2007: mathematics and science achievement of U. S. fourth-grade and eighth-grade students in an international context. Washington, DC: National Center for Education Sciences. http://nces.ed.gov Accessed 24 August 2012.
  17. Hiebert, J., Gallimore, R., Garnier, H., Givvin, K. B., Hollingsworth, H., Jacobs, J., Chui, A. M., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P., & Stigler, J. (2003). Teaching Mathematics in seven countries: results from the TIMSS 1999 Video Study, NCES (2003-013), U.S. Department of Education. Washington, DC: National Center for Education Statistics. http://timssvideo.com/timss-video-study Accessed 20 April 2013.
  18. HumRRO. (2006). Reading and mathematics technical report for 2006 FCAT Test Administrators. San Antonio, Texas: Human Resources Research Organization and Harcourt Assessment, Inc. http://fcat.fldoe.org/fcatpub5.asp. Accessed 31 August 2013.
  19. Jacobs, J. K., Hollingsworth, H., & Givvin, K. B. (2007). Video-based research made “easy”: methodological lessons learned from TIMSS video studies. Field Methods, 19(3), 284. doi: 10.1177/1525822X07302106. http://fmx.sagepub.com/cgi/content/abstract/19/3/284 Accessed 2 September 2013.CrossRefGoogle Scholar
  20. Jean Piaget. (n. d.). BrainyQuote.com. Website: http://www.brainyquote.com/quotes/quotes/j/jeanpiaget206645.html Accessed 2 September 2013.
  21. Keitel, C., Hino, K., Begehr, A., & Clarke, D. (2010). Learner’s Perspective Study, 2010 progress report. http://www.gu.se/digitalAssests/1320/1320559_2010-lps-progress-report.PDF. Accessed 7 May 2013.
  22. Maria Montessori. (n. d.). BrainyQuote.com. Website: http://www.brainyquote.com/quotes/quotes/m/mariamonte401629.html Accessed 2 September 2013.
  23. Mercer, N., & Sams, C. (2006). Teaching children how to use language to solve math problems. Language and Education, 20(6), 507–528.CrossRefGoogle Scholar
  24. Mullis, I. V. S., Martin, M. O., & Foy, P. (2008). TIMSS 2007 International Mathematics Report: findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. http://timssandpirls.bc.edu/TIMSS2007/index.html Accessed 28 July 2012.
  25. National Center for Educational Statistics. (2003). Trends in International Mathematics and Science Study (TIMSS)—video studies, U. S. Department of Education. Washington, D. C.: Institute of Education Sciences. http://nces.ed.gov/timss/video.asp Accessed 22 April 2013.
  26. NCTM. (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: a quest for coherence. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  27. Orr, C. S. (2007). FCAT test construction and equating. Tallahassee, Florida: Florida Department of Education. http://fcat.fldoe.org/fcatpub5.asp Accessed 26 August 2013.
  28. Pembrook, W. (2010). Cherry Creek School District. Sybase, Inc. http://www.sybase.com/detail?id=1069261 Accessed 15 February 2012.
  29. Schwank, I. (Ed.). (1999). European research in mathematics education I—Proceedings of the First Conference of the European Society in Mathematics Education Vol. I: Internet-version. Osnabrueck, Germany: Corel Ventura.Google Scholar
  30. Shimizu, Y., Kaur, B., Huang, R., & Clarke, D. J. (Eds). (2010). Mathematical tasks in classrooms around the world. Rotterdam, The Netherlands: Sense Publishers. http://www.lps.iccr.edu.au/index.php/about-the-project Accessed 27 April 2013.
  31. Slavin, R. E., & Lake, C. (2008). Effective programs in elementary mathematics: a best evidence synthesis. Review of Educational Research, 78(3), 427–515.CrossRefGoogle Scholar
  32. Sturman, L ., Ruddock, G., Burge, B., Styles, B., Lin, Y., & Vappula, H. (2008). England’s Achievement in TIMSS 2007: national report for England. Slough, UK: National Foundation for Educational Research. http://www.nfer.ac.uk/publications/TMO01/ Accessed 20 July 2012.
  33. Sullivan, P. (2011). Teaching mathematics: using research-informed strategies. Australian Education Review, Volume 59. Victoria, Australia: Australian Council of Education Research Publications. http://research.acer.edu.au/aer/13 Accessed 16 August 2012.
  34. Vollard, B. A., Rabinovich, R., & van Stolk, C. (2008). Ten years of reform in primary mathematics: a review of effectiveness. Cambridge, UK: Rand Corporation. http://www.rand.org Accessed 21 July 2012.
  35. What Works Clearinghouse. (2013). What Works Clearinghouse procedures and standards handbook. Washington, D. C.: U. S. Department of Education Institute of Education Sciences http://ies.ed.gov/ncee/wwc/ContactUs.aspx Accessed 8 August 2013.
  36. Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007—No. 033). Washington, D. C.: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. http://ies.ed.gov/ncee/edlabs Accessed 8 August 2013.

Copyright information

© Mathematics Education Research Group of Australasia, Inc. 2013

Authors and Affiliations

  1. 1.Research and Advanced Studies, College of Professional Studies (78/121)University of West FloridaPensacolaUSA
  2. 2.School of Education, College of Professional Studies (85/195)University of West FloridaPensacolaUSA

Personalised recommendations

Cite article

Buy options