This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual student learning. The aim of this process is to (a) combine existing rubrics that capture teaching strategies and positioning construct protocol, (b) test the combined rubric in multiple elementary classroom settings, (c) revise the rubric in light of testing to create a more consistent version, and (d) retest with a larger sample of classrooms. Initial results include revised instrument category rubrics and level descriptors, and the creation of a new conjectural code category.
Krell, M., Dirdak, A., Quintos, B., Wilson, J., Sorto, M. A., & Galindo, C. (2023). Multilingual classrooms: Development of an observational analytic tool to examine mathematics instruction. In T. Lamberg & D. Moss. Proceedings of the 45th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 927-931). Reno, NV:University of Nevada, Reno.