Capturing the subject-specific quality of mathematics instruction: How do expert judgments relate to students' assessments of the quality of their own learning and understanding?

ABSTRACT: Based on an opportunity-use model of instructional quality, this study investigates the extent to which subject-specific instructional quality rated by experts is reflected in students' assessments of their own learning and understanding, and how students' perceptions predict their achievement. The analyses used data from a German-Swiss sample of 36 classes with around 900 lower secondary students, obtained as part of the so-called "Pythagoras study" in the school year 2002/2003. The teachers were instructed to introduce the Pythagorean theorem in three lessons, which were videotaped. Using the videos, the experts assessed the instruction quality with respect to the goal of promoting a deep understanding of the theorem. The students completed the questionnaires assessing their understandin

SUBMITTER: Pauli C 

PROVIDER: S-EPMC11469968 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature