This project proposes an assessment study that focuses on improving existing measures of teachers' Mathematical Knowledge for Teaching (MKT). The research team will update existing measures, adding new items and aligning the instrument to new standards in school mathematics.
This project seeks to measure the kinds of knowledge developed in professional development (PD) programs that have been shown to matter for teachers' classroom practices and their students' learning. The project aims to develop an assessment that identifies patterns in the teachers' learning in a way that helps drive subsequent PD.The overall goal of this project is to pursue a potentially transformative approach to the assessment of teacher proportional knowledge by developing a measure that is well aligned with the content and skills taught in various PD programs.
The main goal of this project is to validate a set of rubrics that attend to the existence and the quality of instructional practices that support equity and access in mathematics classes. The project team will clarify the relationships between the practices outlined in the rubrics and aspects of teachers' perspectives and knowledge as well as student learning outcomes.
The purpose of this project is to fully explore the mathematics education literature to synthesize what validity evidence is available for quantitative assessments in mathematics education.
The purpose of this project is to fully explore the mathematics education literature to synthesize what validity evidence is available for quantitative assessments in mathematics education.
