1. 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

2. 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.

3. 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?

4. 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

5. 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

6. 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

7. Results: Grouping
3rd grade
4th grade

8. Results Grouping Continued
3rd grade
4th grade

9. Results: Level of Abstraction
3rd grade
4th grade

10. Results Level of Abstraction Continued
3rd grade
4th grade

11. 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.

12. 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.