TMI
Thinking About Mathematics Instruction


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TMI is a project in EDC's Center
for the Development of Teaching

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Funded by the
National Science Foundation
Grant EHR-0335384

 

© Education Development Center, 2006-2008

Thinking About Mathematics Instruction
Leadership Content Knowledge
Elementary and Middle School Principals’ Survey

Table of Contents

  1. Introduction
  2. Overview and comparison of the Pre- and Post-surveys
  3. Pre-Survey
  4. Post-Survey
  5. Assembling Your Own Mathematics Content Knowledge Section
  6. Coding Schemes and Sample Responses
  7. Validity and Reliability Considerations

Sample for MATH-IN-USE Category B: Modest MIU

Click here to view all of the MIU Coding Categories with Indicators.

B. Modest MIU

Respondent makes general references to math.  Comments reflect back or repeat the mathematics mentioned in the scenario.  Comments tend to either be quite general about the mathematics, or they use the same words as those that appear in the scenario.

  1. Respondent notes that this is a lesson about division, division with remainder, division of a smaller number divided by a larger number, or says something about reversing numbers or the problem was read incorrectly but response is not specific; it just describes what happens in the scenario without interpretation.
  2. Respondent makes general, unsupported comments about the processes involved in doing mathematics, e.g., use of manipulatives, proof, claims, conjectures, estimation, and mathematical habits of mind.  To be coded B, these comments have to be made in context of math in the scenario.  For example, “use manipulatives to show that you can divide a smaller number by a larger number.”
 

Sample to illustrate Category B: Modest MIU
Note that all samples represent a principal's entire response and are taken verbatim from study principals' repsonses

 

a.

The teacher was going in a different direction than her lesson plans. She wanted to probe the students thinking about division. I think it was good teaching because she was leading the students to think about division, not just the algorithm or how to solve a simple problem.

b.

The teacher was trying to expand the discussion to the whole class. She was asking the students to think about a foundational concept in math – dividing. I think the teacher showed good teaching.

c.

Again, the teacher was trying to expand the students thinking past a number problem by bringing in real world experiences. The teacher did not want the students to accept a general answer like “zero” or “ you can’t do it.” I think the teacher displayed very good teaching.