Child Care and Early Education Research Connections

Skip to main content

Methods of analysis and overall mathematics teaching quality in at-risk prekindergarten classrooms

Description:
Research Findings: This study analyzed the quality of teacher-child interactions across 10 videotaped observations drawn from 5 different prekindergarten classrooms delivering the same mathematics curriculum: MyTeachingPartner-Math. Interactions were coded using 2 observational measures: (a) a general measure, the Classroom Assessment Scoring System (CLASS); and (b) a math-specific measure, the Classroom Observation of Early Mathematics-Environment and Teaching (COEMET). Practice or Policy: High correlations were found between the 2 measures, suggesting that the CLASS may serve as a sufficient metric to determine the quality of mathematics instruction in prekindergarten, though the COEMET may provide finer grained detail about teachers' practice. Results indicate that the quality of mathematics instruction provided by teachers generally fell in the low- to medium-quality range and did not differ significantly across curriculum-related contextual factors. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Mining the gap: Analysis of early mathematics instructional quality in pre-kindergarten classrooms

Reports & Papers

Research Connections research methods pages

Methods

An analysis of instruments that measure the quality of mathematics teaching in early childhood

Other
Release: 'v1.57.0' | Built: 2024-03-14 09:29:08 EDT