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Math Classroom Observation Checklist

The document provides a checklist for observing a math classroom that includes sections on worthwhile mathematical tasks, students' role in discourse, tools for discourse, culture in the classroom. The checklist evaluates if students are engaged in tasks, use mathematical tools, question each other, respect different thinking, and view mistakes as learning opportunities. The document notes that the checklist is adapted from NCTM teaching standards and based on work by math integration specialists.

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1K views1 page

Math Classroom Observation Checklist

The document provides a checklist for observing a math classroom that includes sections on worthwhile mathematical tasks, students' role in discourse, tools for discourse, culture in the classroom. The checklist evaluates if students are engaged in tasks, use mathematical tools, question each other, respect different thinking, and view mistakes as learning opportunities. The document notes that the checklist is adapted from NCTM teaching standards and based on work by math integration specialists.

Uploaded by

cathline austria
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

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Math Classroom Observation Checklist


Name: _____________________ Date: ___________________

School: ____________________ Grade: Class/time: _______________

Worthwhile Mathematical Tasks Comments

Students are engaged.  

Students use a variety of mathematical tools.


Conjectures, generalizations, and what if
 
questions abound.
Misconceptions, limited understandings,
and/or flawed reasoning surface.
Students communicate about the math tasks
at hand.
Students’ Role in Discourse Comments  

Students present solutions.  

Students question one another.  


Students pay attention while another student
 
is speaking.
Students use a variety of tools to reason,
make connections, solve problems and  
communicate their thinking.
Students make conjectures.  
Tools for Discourse Comments
Students are using “tools” to enhance
discourse.
Four kinds of tools are: written symbols,
oral language, physical materials, previously  
acquired skills.
Students are using the tools to: record,
 
communicate, and think.
Students are presenting and modeling their
 
work.
Students reflect on their learning.  

Students select tools that are appropriate.  


Culture in the Classroom Comments
Students look at problems and ideas in
different ways.
Students celebrate their AHA’s.  

Wrong answers are viewed as worthwhile.  


Students are equitable in their spoken and
unspoken messages about all students’  
mathematical potential.
Students respect each other student’s
 
thinking.
This checklist is adapted from the NCTM Teaching Standards and based on work by NO LIMIT Math Integration Specialists August 2002.

For more information on the NCTM Teaching Standards: http://standards.nctm.org/previous/ProfStds?teachMath.htm

For an electronic version, more information and resources see the Administrator’s Corner:
http://edtech.esd112.org/no_limit/administrators.html

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