Activity 4.5: Determining When It Is Appropriate to Ask a Follow-Up Question
Summary
PART 3: Connecting to the E in TQE: Evidence of Students’ Mathematical Work and Thinking
Students’ Linking and Students’ Providing
Introductory Activities
Activity 5.1: Examining Students’ Contributions—Students’ Linking
Activity 5.2: Examining Students’ Contributions—Students’ Providing
Activity 5.3: Revisiting the Chapter 4 Transition Activity—Teacher’s Linking, Teacher’s Press, and Students’ Contributions
The IQA Students’ Linking and Students’ Providing Rubrics
Application Activities
Activity 5.4: Rating Students’ Linking and Students’ Providing
Summary
The IQA Toolkit as a Tool to Assess and Improve Instructional Practice
Introductory Activities
Activity 6.1: Rating a Small-Group Lesson
Activity 6.2: Rating a Whole-Class Lesson
The IQA Rubrics as Tools to Reflect on and Improve Instruction
Application Activities
Activity 6.3: Considering the Teacher’s Reflection and Next Steps
Activity 6.4: Revisiting the Chapter 5 Transition Activity—Using All IQA Rubrics
Summary
IQA Potential of the Task Rubric
IQA Implementation of the Task Rubric
IQA Teacher’s Questions Rubric
IQA Teacher’s Linking Rubric
IQA Teacher’s Press Rubric
IQA Students’ Linking Rubric
IQA Students’ Providing Rubric
IQA Implementation Observation Tool
Framework for Different Types of Questions
Suggested Answers for Activity 1.4
Suggested Answers for Activity 3.2
Additional Support for Rating Tasks
Level 1
Level 2
Level 3
Level 4
About the Authors
Melissa D. Boston, EdD, is a professor of mathematics education at Duquesne University. She teaches mathematics methods courses for elementary, middle, and high school teachers, and previously taught similar courses at Slippery Rock University and the University of Pittsburgh. Earlier, she taught middle school and high school mathematics. Dr. Boston provides professional development and conducts research across the United States. She has obtained and directed grants for professional development projects from the Heinz Foundation, National Science Foundation, and Spencer Foundation, and she has served as external evaluator for three Mathematics–Science Partnership grants. In her research, Dr. Boston examines mathematics teaching and learning through classroom observations and collections of students’ work using the Instructional Quality Assessment (IQA) in Mathematics Toolkit, for which she is lead developer.
Dr. Boston is a member of the National Council of Teachers of Mathematics (NCTM), Association of Mathematics Teacher Educators (AMTE), and Pennsylvania Association of Mathematics Teacher Educators (PAMTE). She has served on NCTM’s Student Explorations in Mathematics committee,
