Erin Ottmar

Followers

Following

Co-authors

Public Views

Michael Spivey

University of California, Merced

Julian Kiverstein

Academic Medical Centre/ Universiteit van Amsterdam

Shaun Gallagher

University of Memphis

Armando Marques-Guedes

UNL - New University of Lisbon

John Sutton

Macquarie University

Eros Carvalho

Universidade Federal do Rio Grande do Sul

Prof. Dr. Raffaele Pisano, MSc, HDR (Habil.)

Université des Sciences et Technologies de Lille (Lille-1)

Keith Laws

University of Hertfordshire

Abdullah Dagci

Karamanoglu Mehmetbey University

Patrick Blessinger

St. John's University

Interests

Uploads

Papers by Erin Ottmar

Graspable Mathematics

Relations between Mathematical Knowledge for Teaching, Mathematics Instructional Quality, and Student Achievement in the Context of the" Responsive Classroom (RC)" Approach

The Responsive Classroom Approach Increases the Use of Standards-Based Mathematics Teaching Practices1

Cutting In Line: Discontinuities in the Use of Large Numbers by Adults

by Erin Ottmar and A. Charlesworth

Does the Responsive Classroom Approach Affect the Use of Standards-Based Mathematics Teaching Practices?

The Elementary School Journal, 2013

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, a... more JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected].

Download

Increasing Equity and Achievement in Fifth Grade Mathematics: The Contribution of Content Exposure

School Science and Mathematics, 2013

ABSTRACT This study uses a large nationally representative data set (ECLS-K) of 5,181 students to... more ABSTRACT This study uses a large nationally representative data set (ECLS-K) of 5,181 students to examine the extent to which exposure to content and instructional practice contributes to mathematics achievement in fifth grade. Using hierarchical linear modeling, results suggest that more exposure to content beyond numbers and operations (i.e., geometry, algebra, measurement, and data analysis) contribute to student mathematics achievement, but there is no main effect for increased exposure on developing numbers and operations. Two significant interactions between exposure to specific content and racial composition of the classroom emerge. Specifically, as exposure to more diverse content increases, the classroom mathematics achievement gap among students in predominately Caucasian classrooms and those composed predominately of students of color appears to narrow. Findings are discussed with regard to promoting increased opportunities to learn mathematics for students in racially diverse classrooms.

Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade

Learning Environments Research, 2013

This study examined the quality of teacher-child interactions and exposure to mathematics instruc... more This study examined the quality of teacher-child interactions and exposure to mathematics instruction as predictors of 5th grade student's mathematics achievement. The sample was a subset of the children involved in the NICHD-SECC longitudinal study (N = 657). Results indicate that, even after controlling for student demographic characteristics, more exposure to mathematics instruction was related to increased fifth grade mathematics achievement for both calculations and applied problems assessments, but there was no main effect for improved instructional quality. Findings also indicate that, in classrooms where lower instructional quality was observed, greater exposure to mathematics instruction predicted improved mathematics achievement. Findings are discussed in terms of differing aspects of mathematics instruction and the possible compensatory role of exposure to instruction in classrooms of lower quality.

Download

Evaluating the structure of the Mathematics Teacher Questionnaire: A measure of exposure to mathematics instructional practices and content

by Erin Ottmar and Timothy Konold

Learning Environments Research, 2014

ABSTRACT Psychometric properties of 24 items from the fifth grade Early Childhood Longitudinal St... more ABSTRACT Psychometric properties of 24 items from the fifth grade Early Childhood Longitudinal Study-Kindergarten Cohort Mathematics Teacher Questionnaire were investigated in a sample of 5,181 participants. These items asked teachers to report how often they had their classroom students engage in different mathematics content, skills and instructional practices. Exploratory factor analyses were employed to evaluate the underlying factor structure of the selected items. Results suggest that these items effectively measure three distinct latent constructs that are specific to mathematics instruction: Instructional Practices for Teaching Mathematics, Developing Number Sense, and Beyond Number Sense. These results support the use of this instrument as a guide for research and policy, or to inform teacher curriculum decisions.

Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability

Educational Studies in Mathematics, 2014

The purpose of this study is to introduce a measure of standards-based mathematics teaching pract... more The purpose of this study is to introduce a measure of standards-based mathematics teaching practices, the Mathematics Scan (M-Scan), and to examine its validity and score reliability. First, we define standards-based mathematics teaching practices based on eight dimensions that have emerged in recent conceptualizations by researchers and in the context of existing observational measures. Second, we present three sources of validity evidence: content review by experts, analysis of response processes of coders, and convergent and discriminant patterns with existing observational measures. Third, we provide evidence of inter-coder (or inter-rater) reliability through analyses of variance components and calculation of reliability coefficients, using the framework of generalizability theory. Results show the M-Scan holds promise as a useful tool in mathematics education research, measuring indicators of standards-based teaching practices unique to the subject of mathematics.

Download

Teaching the Perceptual Structure of Algebraic Expressions: Preliminary Findings from the Pushing Symbols Intervention

We describe an intervention being developed by our research team, Pushing Symbols (PS). This inte... more We describe an intervention being developed by our research team, Pushing Symbols (PS). This intervention is designed to encourage learners to treat symbol systems as physical objects that move and change over time according to dynamic principles. We provide students with the opportunities to explore algebraic structure by physically manipulating and interacting with concrete and virtual symbolic systems that enforce rules through constraints on physical transformations. Here we present an instantiation of this ...

Download

The Mathematics Scan (M-Scan): A Measure of Standards-Based Mathematics Teaching Practices

Although the NCTM standards provide a clear vision for ideal mathematics classroom instruction, t... more Although the NCTM standards provide a clear vision for ideal mathematics classroom instruction, they pose challenges to researchers and educators in mathematics education. First, research findings on the low levels of achievement in mathematics among American children suggest that teachers vary widely in the extent to which they provide quality mathematics instruction aligned with the NCTM principles and standards. Second, the principles and standards provide a vision for high quality mathematics but do not provide ...

Download

The Mathematics Scan (M-Scan): A Measure of Mathematics Instructional Quality

Unpublished measure, University of Virginia. Do not cite without permission. For more information, contact Robert Berry, robertberry@ virginia. edu or Sara Rimm-Kaufman, serk@ virginia. edu, 2010

The Mathematics Scan (M-Scan) is an observationally based rating scale designed to assess the qua... more The Mathematics Scan (M-Scan) is an observationally based rating scale designed to assess the quality of standards-based mathematics teaching practices. The domains of quality were primarily conceptualized based on implementation category from the National Council of Teachers of Mathematics'(NCTM) Standards for Teaching and Learning Mathematics (2007). Two existing measures, the SCOOP Notebook and the Classroom Assessment Scoring System (CLASS) served as a foundation for M-Scan measurement ...

Download

Getting from here to there: Testing the effectiveness of an interactive mathematics intervention embedding perceptual learning

by Diana Ross, Rob Goldstone, and Erin Ottmar

We describe an interactive mathematics technology intervention From Here to There! (FH2T) that wa... more We describe an interactive mathematics technology intervention From Here to There! (FH2T) that was developed by our research team. This dynamic program allows users to manipulate and transform mathematical expressions. In this paper, we present initial findings from a classroom study that investigates whether using FH2T improves learning. We compare learning gains from two different instantiations of FH2T (retrieval practice and fluid visualizations), as well as a control group, and investigate the role of prior knowledge and content exposure in FH2T as possible moderators of learning. Findings, as well as implications for research and practice are discussed.

Download

Graspable Mathematics

Relations between Mathematical Knowledge for Teaching, Mathematics Instructional Quality, and Student Achievement in the Context of the" Responsive Classroom (RC)" Approach

The Responsive Classroom Approach Increases the Use of Standards-Based Mathematics Teaching Practices1

Cutting In Line: Discontinuities in the Use of Large Numbers by Adults

by Erin Ottmar and A. Charlesworth

Does the Responsive Classroom Approach Affect the Use of Standards-Based Mathematics Teaching Practices?

The Elementary School Journal, 2013

Download

Increasing Equity and Achievement in Fifth Grade Mathematics: The Contribution of Content Exposure

School Science and Mathematics, 2013

Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade

Learning Environments Research, 2013

Download

Evaluating the structure of the Mathematics Teacher Questionnaire: A measure of exposure to mathematics instructional practices and content

by Erin Ottmar and Timothy Konold

Learning Environments Research, 2014

Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability

Educational Studies in Mathematics, 2014

Download

Teaching the Perceptual Structure of Algebraic Expressions: Preliminary Findings from the Pushing Symbols Intervention

Download

The Mathematics Scan (M-Scan): A Measure of Standards-Based Mathematics Teaching Practices

Download

The Mathematics Scan (M-Scan): A Measure of Mathematics Instructional Quality

Unpublished measure, University of Virginia. Do not cite without permission. For more information, contact Robert Berry, robertberry@ virginia. edu or Sara Rimm-Kaufman, serk@ virginia. edu, 2010

Download

Getting from here to there: Testing the effectiveness of an interactive mathematics intervention embedding perceptual learning

by Diana Ross, Rob Goldstone, and Erin Ottmar

Download

Erin Ottmar

Uploads

Papers by Erin Ottmar

Log In