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LMT-QMI: Video Observation Code

LMT-QMI: Video Observation Code. TNE Observation Protocol Convocation Carnegie Foundation Washington, DC January 23, 2007. Learning Mathematics for Teaching Project University of Michigan.

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LMT-QMI: Video Observation Code

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  1. LMT-QMI: Video Observation Code TNE Observation Protocol Convocation Carnegie Foundation Washington, DC January 23, 2007 Learning Mathematics for Teaching ProjectUniversity of Michigan Deborah L. Ball, Hyman Bass, Merrie Blunk, Katie Brach, Charalambos Charalambous, Carolyn Dean, Seán Delaney, Imani Masters Goffney, Heather Hill, Jennifer Lewis, Geoffrey Phelps, Laurie Sleep, Mark H. Thames, and Deborah Zopf

  2. The Context in LMT for LMT-QMI Videocodes • LMT Project follows SII finding that teachers with higher mathematical knowledge for teaching (MKT) had higher- achieving students • Measures MKT through paper-and-pencil multiple-choice items • Develops the construct of MKT • Provides data about professional development BUT: Does achievement on paper-and-pencil measures matter in instruction? We videotaped lessons of a subset of teachers to validate. • 10 teachers • 9 videotaped lessons each, over one year • Interviews

  3. Coding of videotapes • Videocodes cover these domains: • Mathematical content and instructional format • Teacher’s use of mathematical language, representations, explanations • Teacher’s mathematical interaction with student productions • Teacher’s use of mathematics to teach equitably • Videocodes are neutral regarding teaching style (“reform-oriented,” “didactic,” etc.)

  4. Sample: Representations

  5. The code

  6. Modeling • Red “pies” represent negative numbers • Green “pies” represent positive numbers

  7. Coding Glossary • To code, first decide whether the mathematical element is present (P) or not present (NP). If present, then: • Mark appropriate (A) if the teacher’s use of the element was, for the most part, mathematically accurate and appropriate—it did not distort the mathematics. • Mark inappropriate (I) if the teacher’s use of the element distorted the mathematics or was inappropriate for the grade level. • If not present, then: • Mark appropriate (A) if absence of the element seems appropriate. • Mark inappropriate (I) if absence of the element seems problematic—i.e., the element should have happened.

  8. Use of videocodes • Our findings: • inter-rater reliability of .7 to .85 • teachers’ clinical practice scores and test scores correlation of .75 or higher • Others’ potential use of codes would require: • Shared understandings of the codes • Users with MKT

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