University of Virginia Observational Validity and Time Sampling of Mathematics Instruction in Third and Fourth Grade Classrooms Rashida Whitley Erin McCracken and Sara Rimm-Kaufman, Ph.D. University of Virginia

The Responsive Classroom Efficacy Study The Responsive Classroom Efficacy Study (RCES) examines the impact of the Responsive Classroom® (RC) approach in terms of classroom quality and achievement in mathematics in third and fourth grade classrooms. The RCES has two main questions: Does the RC approach improve classroom quality? Does the RC approach improve achievement in mathematics? The present study uses baseline mathematics observation data from RCES.

Purpose The present study examined the amount of time spent in different aspects mathematics instruction. Research questions: What occurs in typical third and fourth grade mathematics instruction in terms of grouping, and level of abstraction? What are the differences between third and fourth grade mathematics instruction in terms of grouping, and level of abstraction?

Key Terms Grouping: the amount of time spent in various group sizes. Large Group Small Group Partner/Pair/Trio Individual Work Level of abstraction: the amount of time spent on the following categories: Procedural: based on rules and memorization Conceptual: based on gathering a deep understanding of ideas

Methods Participants 10 - 3rd grade teachers 7 - 4th grade teachers Large Mid-Atlantic district Procedure Classroom observations Math instruction 1 hour Typical day Coding Video tape segments Time sampling measure 30 minute segment

Methods Continued Separate codes were given for four categories of the classroom: Group size Abstraction Teachers were observed for a thirty minute period during math instruction Total Observation Time Coding Segment Time

Results: Grouping 3rd grade 4th grade

Results Grouping Continued 3rd grade 4th grade

Results: Level of Abstraction 3rd grade 4th grade

Results Level of Abstraction Continued 3rd grade 4th grade

Conclusion Large groups and procedural techniques accounted for the greatest percentage of time during third and fourth grade mathematics instruction. However, fourth grade children spent more time doing small group activities than third grade children. Fourth grade children also experience more conceptual learning.

Conclusion Continued Though there were no significant differences between groups in terms of conceptual learning, it appears that with a larger sample size, significant differences will be detected. One of the limitation’s of this study is the small sample size.