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A Study of Middle-School Mathematics...

Kautz, Jaime.

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A Study of Middle-School Mathematics Teachers? Colloquial Evaluations of Digital Mathematics Resources: The Measures Used to Evaluate Digital Mathematics Resource Quality and the Influence of a Formal Evaluation Rubric.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Study of Middle-School Mathematics Teachers? Colloquial Evaluations of Digital Mathematics Resources: The Measures Used to Evaluate Digital Mathematics Resource Quality and the Influence of a Formal Evaluation Rubric./
Author:	Kautz, Jaime.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	316 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28225680
ISBN:	9798684613401

A Study of Middle-School Mathematics Teachers? Colloquial Evaluations of Digital Mathematics Resources: The Measures Used to Evaluate Digital Mathematics Resource Quality and the Influence of a Formal Evaluation Rubric.
Kautz, Jaime.

A Study of Middle-School Mathematics Teachers? Colloquial Evaluations of Digital Mathematics Resources: The Measures Used to Evaluate Digital Mathematics Resource Quality and the Influence of a Formal Evaluation Rubric. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 316 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ph.D.)--The Ohio State University, 2020.

This item must not be sold to any third party vendors.

The goal of this qualitative study was to better understand what guides middle-school mathematics teachers' colloquial evaluation (CE) of digital mathematics resources and to explore how the introduction of the EDCITE evaluation rubric, more recently published as the Digital Content Evaluation Rubric (DCER; Gallant & Luthy, 2020) influenced said evaluations. This study is based on the year-long professional development (PD), Algebra Ready, intended to help develop teachers TPACK through the use of digital resources, digital resource evaluation, and the implementation of technology, but also to better prepare their middle-school students for the transition to algebra by having teachers explore mathematical activities and student work. Participants included 33 middle-school mathematics teachers, coaches, and intervention specialists. Teachers explored digital mathematics resources and responded to informal prompts to judge the quality of the resource (CE), which served as the data source for this study. These CEs were explored qualitatively through multiple lenses-emergent, TPACK, magnitude, and the EDCITE evaluation rubric framework. Qualitative results were then quantified to provide further insight into findings.Emergent findings showed that the digital mathematics resources' attributes of usability, student feedback, implementation, accuracy, and affect were the most frequently cited characteristics. With respect to TPACK, more than one-third of all comments aligned to pedagogical constructs, followed by pedagogical content and technology. The other T-related fields contributed very little to the overall number of CE comments. This is akin to the findings when coding with respect to the EDCITE evaluation rubric in which pedagogy was the most frequently cited dimension. Most surprisingly, however, was the lack of attention paid towards the alignment of the digital mathematics resource to standards which is in conflict with previous findings.When comparing teachers' perception of a digital mathematics resource to the nature of the supporting comments, emergent coding characteristics provided a more reliable lens in that the large majority of teachers perceptions were confirmed and very few were contradictory. Using the EDCITE rubric as a means to compare teachers perceptions with the nature of their comments, the number of contradictory and inconclusive cases increased, while the number of confirmatory cases decreased suggesting the dimensions and criteria in the EDCITE rubric may cause more confusion when colloquially evaluating a resource.These findings question the use of a formal evaluation rubric and suggest that there exists a gap between the benchmarks teachers use to evaluate the quality of resource and what research and theory suggests to use. Thus, attention by mathematics teacher educators and professional development needs to shift to bridging the gap to find a means to more effectively evaluate, in route to the effective implementation of, digital mathematics resources.

ISBN: 9798684613401Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Digital content

A Study of Middle-School Mathematics Teachers? Colloquial Evaluations of Digital Mathematics Resources: The Measures Used to Evaluate Digital Mathematics Resource Quality and the Influence of a Formal Evaluation Rubric.
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520 $a The goal of this qualitative study was to better understand what guides middle-school mathematics teachers' colloquial evaluation (CE) of digital mathematics resources and to explore how the introduction of the EDCITE evaluation rubric, more recently published as the Digital Content Evaluation Rubric (DCER; Gallant & Luthy, 2020) influenced said evaluations. This study is based on the year-long professional development (PD), Algebra Ready, intended to help develop teachers TPACK through the use of digital resources, digital resource evaluation, and the implementation of technology, but also to better prepare their middle-school students for the transition to algebra by having teachers explore mathematical activities and student work. Participants included 33 middle-school mathematics teachers, coaches, and intervention specialists. Teachers explored digital mathematics resources and responded to informal prompts to judge the quality of the resource (CE), which served as the data source for this study. These CEs were explored qualitatively through multiple lenses-emergent, TPACK, magnitude, and the EDCITE evaluation rubric framework. Qualitative results were then quantified to provide further insight into findings.Emergent findings showed that the digital mathematics resources' attributes of usability, student feedback, implementation, accuracy, and affect were the most frequently cited characteristics. With respect to TPACK, more than one-third of all comments aligned to pedagogical constructs, followed by pedagogical content and technology. The other T-related fields contributed very little to the overall number of CE comments. This is akin to the findings when coding with respect to the EDCITE evaluation rubric in which pedagogy was the most frequently cited dimension. Most surprisingly, however, was the lack of attention paid towards the alignment of the digital mathematics resource to standards which is in conflict with previous findings.When comparing teachers' perception of a digital mathematics resource to the nature of the supporting comments, emergent coding characteristics provided a more reliable lens in that the large majority of teachers perceptions were confirmed and very few were contradictory. Using the EDCITE rubric as a means to compare teachers perceptions with the nature of their comments, the number of contradictory and inconclusive cases increased, while the number of confirmatory cases decreased suggesting the dimensions and criteria in the EDCITE rubric may cause more confusion when colloquially evaluating a resource.These findings question the use of a formal evaluation rubric and suggest that there exists a gap between the benchmarks teachers use to evaluate the quality of resource and what research and theory suggests to use. Thus, attention by mathematics teacher educators and professional development needs to shift to bridging the gap to find a means to more effectively evaluate, in route to the effective implementation of, digital mathematics resources.
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