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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the 14 lessons highly rated on both mathematics and access to mathematics, varied participation structures (small-group formats, random calling-on methods, group norms) facilitated broad student access. → Chu 2019 q2 i? None of those 14 lessons was highly rated on agency, authority, and identity; teachers more often directed discussions than positioned students as intellectual leaders. → 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? · qualitative · r2

Qualitative analysis of transcripts and notes from the 14 doubly highly rated lessons. "participation structures proved important," including small-group formats and visibly random calling-on methods.

"In the 14 lessons that were highly rated for both the mathematics and access to mathematics, participation structures proved important. One of the most common features of evidence for this connected dimension was the variety of participation structures that facilitated broad student access to the intellectual work of the class- room."

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 · r1

Cross-dimension comparison of the same 14 lessons. "None of the 14 lessons" highly rated on both mathematics and access was also highly rated on agency, authority, and identity.

"None of the 14 lessons that were highly rated for both the mathematics and access to mathematics were highly rated on the agency, authority, and identity dimension."

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
• The four lessons rated highest on both student explanations and agency, authority, and identity featured Math Talks, but their strongest features often ended when the Math Talks did — related
• Group-level scaffolding training increases teacher process support and student participation — related
• 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 — related