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Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability

机译：引入基于标准的数学教学实践的观察性度量：有效性和分数可靠性的证据

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The purpose of this study is to introduce a measure of standards-based mathematics teaching practices, the Mathematics Scan (M-Scan), and to examine its validity and score reliability. First, we define standards-based mathematics teaching practices based on eight dimensions that have emerged in recent conceptualizations by researchers and in the context of existing observational measures. Second, we present three sources of validity evidence: content review by experts, analysis of response processes of coders, and convergent and discriminant patterns with existing observational measures. Third, we provide evidence of inter-coder (or inter-rater) reliability through analyses of variance components and calculation of reliability coefficients, using the framework of generalizability theory. Results show the M-Scan holds promise as a useful tool in mathematics education research, measuring indicators of standards-based teaching practices unique to the subject of mathematics.
机译：这项研究的目的是介绍一种基于标准的数学教学实践，即“数学扫描”（M-Scan），并检验其有效性和分数可靠性。首先，我们根据研究人员在最近的概念化过程中以及在现有观测措施的背景下出现的八个维度定义基于标准的数学教学实践。其次，我们提供了有效性证据的三种来源：专家的内容审查，编码人员的响应过程分析以及采用现有观察手段的收敛和区分模式。第三，我们使用泛化理论的框架，通过方差成分分析和可靠性系数计算，提供了编码器间（或评估者间）可靠性的证据。结果表明，M-Scan有望成为数学教育研究中的有用工具，它可以测量基于数学主题的基于标准的教学实践的指标。

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