Measuring Mathematics Teaching Quality
The State of the Field and a Call for the Future
Bibliographic Data
| ID | 22044643 |
|---|---|
| Authors | Melissa A Gallagher (0000-0002-0678-4163, European Council, corresponding author), Timothy D Folger (0000-0002-2621-343X, Binghamton University), Temple A Walkowiak (0000-0002-3755-0255, North Carolina State University), Anne Garrison Wilhelm (0000-0002-4884-8479, Southern Methodist University), Jeremy Zelkowski (0000-0002-5635-4233, University of Alabama) |
| Year | 2025 |
| Volume | 15 |
| Issue | 9 |
| Pages | 1158 |
| Publication date | 2025-09-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15091158 |
| OpenAlex | W4413982330 |
| Language | EN |
| Citations received | 1 |
| References cited | 108 |
To better understand how teaching quality has been conceptualized and measured within the sub-field of mathematics education, we conducted a systematic review of 24 journals to identify instruments that have been used to measure mathematics teaching quality; which instruments have interpretation and use statements; and the validity, reliability, and fairness evidence for each instrument. We found 47 instruments with validity, reliability, and fairness evidence. These instruments primarily captured teachers’ enactment of specific teaching practices through classroom observations or student questionnaires. Some instruments captured approximations of practice through teacher questionnaires or interviews. Only two instruments presented an integrated interpretation and use argument (IUA) framework, although eleven included at least one component of an IUA framework. We found that measure developers were most likely to present reliability evidence and evidence related to test content, internal structure, and relations to other variables. They were least likely to present evidence related to response processes, consequences of testing, or fairness. These findings suggest that although there are many instruments of mathematics teaching quality, instrument developers still have considerable work to do in collecting and presenting validity and fairness evidence for these instruments
Algorithm · Epistemology · Mathematics education · Computer Science · Mathematics · Mathematics Education and Teaching Techniques · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Cognitive Interviewing
On the Theory of Scales of Measurement
The role of lesson analysis in pre-service teacher education
Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction
The Argument-Based Approach to Validation
Teacher beliefs, knowledge, and practice of self-regulated learning
Quality of teaching in four European countries
How Large Are Teacher Effects?
Student ratings of teaching quality in primary school
Measuring Instructional Practice
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction
Professional Noticing of Children's Mathematical Thinking
Classroom observation frameworks for studying instructional quality
Conceptualizing and measuring instructional quality in mathematics education
Responsiveness and intellectual work
Creating a forum for researching teaching and its quality more synergistically
Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality
Working more collaboratively to better understand teaching and its quality
The Criterion Problem in Personality Research
Objective Tests as Instruments of Psychological Theory
Do teacher ideals distort the self-reports of their interpersonal behavior
Ambitious instruction and student achievement
Negotiating meaning in cross‐national studies of mathematics teaching
Measuring Effective Teacher-Student Interactions From a Student Perspective
Student, Teacher, and Observer Perceptions of the Classroom Environment Before and after the Transition to Junior High School
Relationships between Observations of Elementary Mathematics Instruction and Student Achievement
Teacher Quality and Quality Teaching
When Rater Reliability Is Not Enough
Meaning and Values in Test Validation
Validity of psychological assessment
Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach
Construct validity in psychological tests
An argument-based approach to validity
The Near Impossibility of Testing for Teacher Quality
The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |