ABSTRACT
The Standards for Mathematical Practice (SMPs) describe mathematical behaviors and habits that students should express during mathematics instruction. Thus teachers should promote them during classroom-based mathematics instruction. The purpose of this article is to discuss the validation process for an observation protocol called the Revised SMPs Look-for Protocol. An implication of this study is that users with a robust understanding of the SMPs may feel confident using the protocol as a validated and reliable tool in research and school-based settings. We discuss opportunities and challenges for mathematics teacher educators engaging in classroom observations, in light of this observation protocol.
Funding
This work was support by two generous Mathematics-Science Partnership grants from the Ohio Department of Education, #062839.
Notes
1 This manuscript is supported by multiple grants from two funding agencies. Any opinions expressed herein are those of the authors and do not necessarily represent the views of these agencies.
2 The authors are especially grateful to Skip Fennell, Elizabeth Kobett, and Jon Wray for their ideas and work on the initial version of the Standards for Mathematical Practice Look-for Protocol as well as the Revised Standards for Mathematical Practice Look-for Protocol.