Browse > Article
http://dx.doi.org/10.7468/jksmed.2020.23.3.149

Instructional Alignment Observation Protocol (IAOP) for Implementing the CCSSM: Focus on the Practice Standard, "Model with Mathematics"  

Hwang, Jihyun (Kangwon National University)
Publication Information
Research in Mathematical Education / v.23, no.3, 2020 , pp. 149-164 More about this Journal
Abstract
This study aimed to establish an observation protocol for mathematical modeling as an alternative way to examine instructional alignment to the Common Core State Standards for Mathematics. The instructional alignment observation protocol (IAOP) for mathematical modeling was established through careful reviews on the fidelity of implementation (FOI) framework and prior studies on mathematical modeling. I shared the initial version of the IAOP including 15 items across the structural and instructional critical components as the FOI framework suggested. Thus, the IAOP covers what teachers should do and know for practices of mathematical modeling in classrooms and what teachers and students are expected to do. Based on the findings in this study, validity and reliability of the IAOP should be evaluated in follow-up studies.
Keywords
mathematical modeling; observation protocol; instructional alignment;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Schoenfeld, A. H., & Kilpatrick, J. (2013). A US perspective on the implementation of inquirybased learning in mathematics. ZDM Mathematics Education, 45, 901-909. doi:10.1007/s11858-013-0531-5   DOI
2 Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26(2), 114-145.   DOI
3 Speiser, B., & Chuck, W. (2013). Models as tools, especially for making sense of problems. In R. Lesh, P. L. Galbraith, C. R. Haines, & A. Hurford (Eds.), Modeling students' mathematical modeling competencies: ICTMA 13 (pp. 167-172). New York, NY: Springer.
4 Webb, N. L. (1997). Criteria for alignment of expectations and assessments in mathematics and science education (Research Monograph No. 6). Washington, DC: Council of Chief State School Officers.
5 White, D. Y. (2003). Promoting productive mathematical classroom discourse with diverse students. Journal of Mathematical Behavior, 22, 37-53. doi:10.1016/S0732-3123(03)00003-8   DOI
6 Zawojewski, J. (2013). Problem solving versus modeling. In R. Lesh, P. L. Galbraith, C. R. Haines, & A. Hurford (Eds.), Modeling students' mathematical modeling competencies: ICTMA 13 (pp. 237-244). New York, NY: Springer.
7 Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. doi:10.1177/0022487108324554   DOI
8 Barab, S. A., & Duffy, T. M. (2000). From practice field to communities of practice. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (pp. 25-56). Mahwah, NJ: Lawrence Erlbaum Associates
9 Beach, R. W. (2011). Issues in analyzing alignment of Langague Arts Common Core Standards with state standards. Educational Researcher, 40(4), 179-182. doi:10.3102/0013189X11410055   DOI
10 Blank, R. K., Porter, A. C., & Smithson, J. (2001). New tools for analyzing teaching, curriculum and standards in mathematics & science. (National Science Foundation REC98-03080). Washington, DC: Council of Chief State School Officers.
11 California Department of Education. (2015, April 21). Common core state standards implementation survey. Retrieved from http://www.cde.ca.gov/re/cc/survey.asp
12 Century, J., Rudnick, M., & Freeman, C. (2010). A framework for measuring fidelity of implementation: A foundation for shared language and accumulation of knowledge. American Journal of Evaluation, 31(2), 199-218.   DOI
13 Cobb, P., & Jackson, K. (2011). Assessing the quality of the common core state standards for mathematics. Educational Researcher, 40(4), 183-185. doi:10.3102/0013189X11409928   DOI
14 Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2011). Participating in classroom mathematics practices. In E. Yackel, K. Gravemeijer, & A. Sfard (Eds.), A journey in mathematics education research: Insights from the work of Paul Cobb (pp. 117-163). New York, NY: Srpinger.
15 Common Core State Standards Initiative. (2015). Standards in your state. Retrieved 2015, October 12, from http://www.corestandards.org/standards-in-your-state/
16 Doerr, H. M., & English, L. D. (2003). A modeling perspective on students' mathematical reasoning about data. Journal for Research in Mathematics Education, 34(2), 110-136. doi:10.2307/30034902   DOI
17 English, L. D. (2006). Mathematical modeling in the primary school: Children's construction of a consumer guide. Educational Studies in Mathematics, 63, 303-323. doi:10.1007/s10649-005-9013-1   DOI
18 Kanes, C., Morgan, C., & Tsatsaroni, A. (2014). The PISA mathematics regime: knowledge structures and practice of the self. Educational Studies in Mathematics, 87, 145-165. doi:10.1007/s10649-014-9542-6   DOI
19 Hestenes, D. (2010). Modeling theory for math and science education. In R. Lesh, P. L. Galbraith, C. R. Haines, & A. Hurford (Eds.), Modeling students' mathematical modeling competencies (pp. 13-41). New York, NY: Springer.
20 Jacobs, J. K., Hiebert, J., Givvin, K. B., & Hollingsworth, H. (2006). Does eighth-grade mathematics teaching in the United States align with the NCTM standards? Results from the TIMSS 1995 and 1999 Video Studies. Journal for Research in Mathematics Education, 37(1), 5-32.
21 Lesh, R., & Fennewald, T. (2013). Intruction to Part I modeling: What it is? Why do it? In R. Lesh, P. L. Galbraith, C. R. Haines, & A. Hurford (Eds.), Modeling students' mathematical modeling competencies: ICTMA 13 (pp. 5-10). New York, NY: Springer.
22 Martone, A., & Sireci, S. G. (2009). Evaluating alignment between curriculum, assessment, and instruction. Review of Educational Research, 79(4), 1332-1361. doi:10.3102/0034654309341375   DOI
23 National Council of Teachers of Mathematics [NCTM]. (2000). Principals and standards for mathematics. Reston, VA: NCTM.
24 National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010). Common core state standards for mathematics. Retrieved from http://www.corestandards.org/the-standards/mathematics
25 Polikoff, M. S. (2013). Teacher education, experience, and the practice of aligned instruction. Journal of Teacher Education, 64(3), 212-225. doi:10.1177/0022487112472908   DOI
26 Polikoff, M. S. (in press). How well aligned are textbooks to the Common Core Standards in mathematics? American Educational Research Journal. doi:10.3102/0002831215584435   DOI
27 Roach, A. T., Niebling, B. C., & Kurz, A. (2008). Evaluating the alignment among curriculum, instruction, and assessment: Implications and applications for research and practice. Psychology in the Schools, 45(2), 158-176. doi:10.1002/pits.20282   DOI
28 Polikoff, M. S., & Porter, A. C. (in press). Instructional alignment as a measure of teaching quality. Educational Evaluation and Policy Analysis. doi:10.3102/0162373714531851
29 Porter, A. C., McMaken, J., Hwang, J., & Yang, R. (2011). Assessing the common core standards: Opportunities for improving measures of instruction. Educational Researcher, 40(4), 186-188. doi:10.3102/0013189X11410232   DOI
30 Porter, A. C., McMaken, J., Hwang, J., & Yang, R. (2011). Common core standards: The new U.S. intended curriculum. Educational Researcher, 40(3), 103-116. doi:10.3102/0013189X11405038   DOI
31 Ross, J. A., Mcdougall, D., Hogaboam-Gray, A., & LeSage, A. (2003). A survey measuring elementary teachers' implementation of standards-based mathematics teaching. Journal for Research in Mathematics Education, 34(4), 344-363.   DOI
32 Saunders, A. F., Bethune, K. S., Spooner, F., & Browder, D. (2013). Solving the common core equation: Teaching mathematics CCSS to students with moderate and severe disabilities. Teaching Exceptional Children, 45(3), 24-33.   DOI
33 Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. School Science and Mathematics, 102(6), 245-253.   DOI
34 Schmidt, W. H., & Houang, R. T. (2012). Curricular coherence and the common core state standards for mathematics. Educational Researcher, 41(8), 294-308. doi:10.3102/0013189X12464517   DOI