Mathematical sense-making received High ratings most frequently among the MQI dimensions, while linking representations and multiple solutions/procedures were most often rated Not Present¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q2 i? Student mathematical sense-making was rated Mid or higher in 134 lessons (about 66 percent), the most frequent High rating among the five MQI dimensions. → Chu 2019 q2 i? Not Present was the most frequent rating for linking representations (68 lessons, 34 percent) and multiple solutions/procedures (75 lessons, 37 percent). → Chu 2019 (2)

Evidence¶

Chu 2019¶

Chu, H., Perry, R., Reade, F., & Marple, S. (2019). Understanding complex instructional change: Classroom observations of Math in Common districts. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED601889

q2 · i? · associational · r1

Rating distributions across the 201-lesson observation sample (Table 3). The report finds "student mathematical sense-making received High ratings most frequently" of the five MQI dimensions.

"The majority of lessons exhibited at least a moderate amount of stu- dent mathematical sense-making (134 lessons, or about 66 percent of the lessons, were rated Mid or higher). Of the five MQI dimensions, student mathematical sense-making received High ratings most frequently."

Chu 2019 (2)¶

Chu, H., Perry, R., Reade, F., & Marple, S. (2019). Understanding complex instructional change: Classroom observations of Math in Common districts. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED601889

q2 · i? · associational · r2

Rating distributions across the same 201-lesson sample. Not Present was most frequent for "linking representations (68 lessons, or 34 percent)" and for multiple solutions/procedures (75 lessons, 37 percent).

"Not Present (i.e., no evidence) was the most frequent rating for linking repre- sentations (68 lessons, or 34 percent) and for multiple solutions/procedures (75 lessons, or 37 percent)."

Discussion¶

Related Claims¶

• Among the five lessons rated highly for both mathematical sense-making and student questioning and reasoning, contextualized story problems featured prominently — related
• Across 201 observed K–8 math lessons, the majority (108, or 54 percent) did not receive a High/Expert rating on any of the eight observation dimensions — related
• Lessons highly rated for both the mathematics and access to mathematics used varied participation structures, but none of the 14 was also highly rated on agency, authority, and identity — related
• Lesson ratings showed no statistically significant differences between lessons observed earlier versus later in the initiative on any dimension — related