Profiling Productive Mathematical Teaching Moves in 4th-8th Mathematics Classrooms

As the field draws to greater consensus around components of productive mathematics classrooms, the need increases to answer questions about how we operationalize and measure these components and how we can actualize such practice in classrooms. This research report shares an analysis from a larger project aimed at describing and quantifying student and teacher components of productive classrooms at a fine-grain level. We share results from this analysis of 39 mathematics lessons with a focus on teacher moves and catalytic teaching habits that characterize these lessons. A cluster analysis identified four profiles of lessons differentiated by the existence of these catalytic teaching habits and subsequent work with student ideas. Further, these clusters appeared to account for differences in student contributions in lessons. [For the complete proceedings, see ED629884.]