Research Article

Classroom Data Analysis with the Five Strands of Mathematical Proficiency

Published: 2017-5-4

Journal: The Clearing House: A Journal of Educational Strategies, Issues and Ideas

DOI: 10.1080/00098655.2017.1301155

Abstract

ABSTRACT Qualitative classroom data from video recordings and students' written work can play important roles in improving mathematics instruction. In order to take full advantage of these data sources, it is helpful to have a strong analytic lens to orient one's reflections on the data. One promising analytic lens is the National Research Council's five strands of mathematical proficiency framework. It prompts teachers to examine the extent to which their students have attained conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive dispositions. This article describes how a pair of prospective teachers used the five strands to analyze and reflect upon qualitative classroom data from a series of lessons they taught. The insights gained during the process can help others anticipate dynamics involved in using the five strands framework during practitioner research and reflection on classroom data. KEYWORDS: Assessment, curriculum, middle school, pre-service teacher education Acknowledgment This article is based upon work supported by the National Science Foundation under Grant Number DRL-1356001. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.

Faculty Members

  • Randall E. Groth - Department of Education Specialties, Salisbury University, Salisbury, Maryland, USA

Themes

  • Teacher education and development
  • Teaching reflections and practitioner research
  • Qualitative analysis in education
  • Mathematical proficiency assessment framework
  • Mathematics instruction improvement

Categories

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