This study analyzed the quality of mathematics classes with observations using the instrument, MQI(Mathematical Quality of Instruction). Class recordings and interviews were conducted on 2 pre-service teachers and 4 in-service teachers. This study rec...
This study analyzed the quality of mathematics classes with observations using the instrument, MQI(Mathematical Quality of Instruction). Class recordings and interviews were conducted on 2 pre-service teachers and 4 in-service teachers. This study recorded and analyzed 3 or 4 classes for each mathematics teacher by using revised MQI. There were a total of 8 raters: 2 or 3 raters analyzed each class. MQI has four dimensions: Richness of the Mathematics, Working with Students and Mathematic, Errors and Imprecision, Student Participation in Meaning-Making and Reasoning. In the dimension of `Richness of Mathematics`, all teachers had good scores of `explanations of teacher` but had lower scores of `linking and connections`, `multiple procedures or solution methods` and `developing mathematical generalizations.` In the dimension of `Working with Students and Mathematics`, two in-service teachers who have worked and having more experience had higher scores than others. In the dimension of `Errors and Imprecision`, all teachers had high scores. In the dimension of `Student Participation in Meaning-Making and Reasoning`, two pre-service teachers had contrast and also two in-service teachers who hadn`t worked not long had contrast. Implications were deducted from finding to improving quality of mathematics classes.