2007 ANNUAL REPORT - cosmos - Bowling Green State University

knowledge (1); incorporate tasks that tap prior-knowledge (1); and incorporate tasks to help
students see mathematics as a dynamic discipline enriched by conjecture (1).
Note: the numbers in parentheses indicate how many of the five observed lessons this was applicable to.
Classroom Culture: A rating of 3.5 was given for the COSMOS mathematics teacher’s
observed lesson classroom culture.
Strengths included: students working collaboratively (1); active participation of all was
encouraged (1); climate of respect for students’ questions (2); interactions among the students
reflected collegial working relationships among students (2); interactions between the instructors
reflected a collaborative working relationship between teacher and students (1); and the climate
of the classroom encouraged students to generate ideas, questions or conjectures (1).
Note: the numbers in parentheses indicate how many of the five observed lessons this was applicable to.
Recommendations included: incorporate intellectual rigor and the challenging of ideas (1).
Note: the numbers in parentheses indicate how many of the five observed lessons this was applicable to.
Overall Capsule : A rating of 3.0 was given for the COSMOS mathematics teacher’s observed
lesson overall capsule.
Rationale included: Students’ appeared to be confident in doing this particular mathematic skill
(1); the teacher provided students with a project that in many ways was consistent with
investigative mathematics (1); students had a genuine interest and appreciation for the
discipline (1); students were able to apply this mathematic skill to real-world situations (1); The
project involved real-world application and related to prior content (1); students were able to
carry out their own inquires (1); students understanding of mathematics as a dynamic body of
knowledge could have been improved using more investigation concepts (1); and lesson as
observed was somewhat limited in its likelihood to enhance students’ understanding of
mathematics or to develop their capacity to successfully do mathematics.
Note: the numbers in parentheses indicate how many of the five observed lessons this was applicable to.
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Comparison of Classroom Observation Ratings Across NWO Projects
Comparing classroom observation ratings and comments across the three groups, several
commonalities were observed. The aspects of the design in which the NWO participants seem
to be very successful in their teaching include: careful planning and/or organization (98% of
observed lessons), incorporating tasks, roles, interactions consistent with investigative science
(78% of observed lessons), using collaborative approach to learning (51% of observed lessons).
The observed teachers appear to need to improve on the following: providing adequate time for
sense-making and wrap-up (was observed only in 39% of observed lessons), attention to
students’ prior experience, preparedness and learning styles (was observed only in 19% of
observed lessons), using instructional strategies and activities that reflected attention to issues
of access, equity and diversity (was observed only in 6% of observed lessons). Among the
recommendations for improving teaching, the following were mentioned across the three groups
(TEAMS, TeachOhio and Other NWO): more time for sense-making and wrap-up, more
investigative tasks and strategies, and greater encouragement of collaborative learning.