What do the instruments of classroom observation reveal to us about mathematic classes in schools with improved trajectory?

Abstract

This study analyzes the capacity of two classroom observation instruments, Classroom Assessment Scoring System (CLASS) and Mathematical Quality of Instruction (MQI), to describe the functioning of mathematical classrooms in Chilean public schools with improved trajectories. In fact, it seeks to investigate how the two instruments correlate and agree on finding certain traits of teaching, and the qualitative descriptions that hide the scores assigned to each room. Results indicate that just the Instructional Dialogue dimension of CLASS correlates significantly with some of the dimensions of MQI, and that the scores assigned to the classrooms effectively discriminate the quality or frequency with which each trait of teaching appears in every class. However, qualitative descriptions showed that in each classroom it is possible to find multiple positive traits of teaching that allowed teachers to lead a good mathematics class, with errors and absent elements, but which were successfully replaced by other elements of effective teaching.

Class observation; Mathematical quality of instruction; Pedagogical interactions