Document Type
Conference Proceeding
Publication Title
Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Publication Date
10-2023
Meeting Name
Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Meeting Date
October 1-4, 2023
Meeting Location
Reno, Nevada
Abstract/ Summary
Is it possible to identify instructional practices that have an impact on student learning in mathematics? The study described here is part of ongoing efforts to understand and characterize effective instruction. We drew on the work of several recently developed frameworks for understanding teaching effectiveness to develop a protocol for studying effective instruction that both coordinates and extends existing research in the context of early algebra. Using a largescale study, we characterized effective instruction in this context and documented the impact of such instruction on students’ performance using both qualitative and quantitative analyses. Findings suggest that teachers’ abilities to take up curriculum openings are important aspects of teaching. Furthermore, the manner with which teachers react to these moments strongly correlates with gains in student performance.