PMR2

Access the Measures

We encourage you try the measures and (forthcoming) routines and representations in your own organizational context and let us know what you learn and how you adapt them. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


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To access the measures, you will be asked to complete a short survey to let us know a bit about yourself and how you plan to use the measures. On completion of the survey, you will receive the measures you've requested. Read our White Paper for a description of the process by which we developed the measures of small-group and whole-class discussion. We ask that, in return for sharing the measures, you track any changes you make and tell us the rationale for these changes.  We will periodically follow up to learn about any changes, and will request that we can post the adapted measure(s) on our website.


Small-group discussion

This tool takes the form of a short student survey that provides information about students' experiences of key aspects of discussion during small group work. We have designed the survey to take students about 2-3 minutes to complete.


Whole-class discussion

This tool takes the form of a short student survey that provides information about students' experiences of key aspects of the whole-class discussion in a specific lesson. We have designed the survey to take students about 2-3 minutes to complete.


Launch of (introduction to) a task

This tool takes the form of a short student survey that provides insight into students’ experiences of the teacher’s introduction to (or launch of) a mathematical task. We have designed the survey to be administered immediately after the task is introduced and to take students about 1-2 minutes to complete.


Rigor of the task prior to implementation

This tool takes the form of a short checklist that a coach or district leader could use with a teacher or group of teachers to discuss the rigor of the task(s) that a teacher has selected for a lesson. We see this tool as working in tandem with the classroom discussion tools, as the quality of discussion depends on the rigor of the mathematical task(s) in a lesson (Stein, Grover, & Henningsen, 1996).

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.