Algebra is considered a linchpin for success in secondary mathematics, serving as a gatekeeper to higher-level courses. Access to algebra is also considered an important lever for educational equity. Yet despite its prominence, large-scale examinations of algebra instruction are rare. In my dissertation, I endeavor to better understand what contemporary algebra instruction looks like. I explore instructional practices across a large sample of video recorded algebra lessons from 5 urban districts. To do this, I draw on video and other data from the Measures of Effective Teaching (MET) Project. In the first study, I utilize grounded analysis to describe the format and features of instruction in lessons in the sample. I find that most lessons are teacher-centered with some opportunity for student engagement in mathematical thinking; however, very few lessons provide significant opportunities for student exploration or discovery of mathematical concepts. Looking beneath the surface, I find specific instructional practices teachers employ in algebra lessons and argue that improving these practices may be a promising lever for instructional improvement. Next, I describe the development and validation of an observational instrument oriented toward algebra and designed to measure the nature and quality of these practices. Finally, in the third paper, I use the observational instrument to describe the frequency and quality of these practices in algebra lessons in the sample. I present both descriptive results and qualitative cases of algebra lessons to illustrate these instructional features. / Education Policy, Leadership, and Instructional Practice
| Identifer | oai:union.ndltd.org:harvard.edu/oai:dash.harvard.edu:1/16461050 |
| Date | 18 June 2015 |
| Creators | Litke, Erica G. |
| Contributors | Hill, Heather C. |
| Publisher | Harvard University |
| Source Sets | Harvard University |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation, text |
| Format | application/pdf |
| Rights | open |
Page generated in 0.0014 seconds