Developing the Mathematical Quality of Instruction: MQI as a Tool for Professional Development
Marin, Katherine Ariemma. “Developing the Mathematical Quality of Instruction”, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104166.
Enrollment in a Catholic elementary school has been shown to have a negative impact on student achievement in mathematics (Elder & Jepsen, 2013; Lubienski & Lubienski, 2006; Reardon et al., 2009). A child's mathematics achievement in early elementary school affects on her academic future beyond mathematics alone (CBMS, 2012). The importance of young students' experiences coupled with evidence of a negative impact of Catholic school enrollment on mathematics achievement indicates a need for changes in the mathematical instruction provided in Catholic elementary schools. Professional development can provoke change in mathematical instruction (National Mathematics Advisory Panel, 2008). This study examined the use of the Student Participation in Meaning-Making and Reasoning (SPMMR) domain of the Mathematical Quality of Instruction (MQI) tool as an analysis framework in a video-based professional development for teachers of grades K-3 in an urban Catholic school. First, I designed and delivered a professional development program featuring the MQI SPMMR domain and facilitating connections between the professional learning environment and the elementary classroom. Second, I investigated the experience of teachers in the PD program, as well as its impact on their lesson planning and reflection practices. Findings showed that participants incorporated elements of the SPMMR domain into their work in the classroom with evidence of an increased attention to elements of SPMMR in lesson planning, instruction, and reflective practices. This can be helpful for professional development providers and Catholic school leaders as they plan professional learning opportunities for teachers.