Teacher Instructional Practice

EAR-MI: The Equity and Access Rubrics for Mathematics Instruction is a set of classroom observation rubrics that were designed to attend to aspects of high-quality mathematics instruction while focusing on specific practices that reflect the most current research on how to support more equitable participation and student access in inquiry-oriented learning environments. For more information about the EAR-MI, contact Jonee Wilson (jwilson9@ncsu.edu).  A report of the study from which the practices originated can be found in this publication.

M-Scan:  The Mathematics Scan is an observational instrument that measures standards-based mathematics teaching practices by assessing the use of mathematical tasks, mathematics discourse, mathematical representations, and mathematical coherence. A study reporting on the validity of the measure can be found in this publication, and application of the rubrics can be found here.  For more information about the M-Scan, contact Temple Walkowiak (tawalkow@ncsu.edu).

IQA: The Instructional Quality Assessment is a set of observation rubrics designed to measure the cognitive demand of a task as it appears in curricular materials, the cognitive demand of a task as implemented, and the quality of the concluding whole-class discussion. For more information about the IQA, contact Melissa Boston (bostonm@duq.edu).

Content Knowledge & Pedagogical Content Knowledge

MKT: The Mathematical Knowledge for Teaching Survey from the Learning Mathematics for Teaching (LMT) Project from the University of Michigan examines teachers’ knowledge for teaching mathematics in several content areas and teaching domains.

Teacher Beliefs

VSMC: Views of Students’ Mathematical Capabilities is a coding scheme used to assess the nature of teachers’ explanations regarding the source(s) of student difficulties in mathematics. For more information about VSMC, contact Kara Jackson (karajack@uw.edu).