Measuring the Mathematical Quality of Instruction


In this article, we describe a framework and instrument for measuring the mathematical quality of mathematics instruction. In describing this framework, we argue for the separation of the mathematical quality of instruction (MQI), such as the absence of mathematical errors and the presence of sound mathematical reasoning, from pedagogical method. We argue that conceptualizing this key aspect of mathematics classrooms will enable more clarity in mathematics educators’ research questions and will facilitate study of the mechanisms by which teacher knowledge shapes instruction and subsequent student learning. The instrument we have developed offers an important first step in demonstrating the viability of the construct.


STELAR is not the author of these materials and cannot provide information on validity or permission for use. Permissions must be requested through the publisher or authors listed below.


Teacher Professional Development and Pedagogy
Target Gradespan(s)
Early Childhood (PK)
Elementary school (K-5)
Middle school (6-8)
High school (9-12)
Additional Disciplines
Mathematics - general
Additional Target Participants