ABSTRACT
This chapter presents systematic analyses of master maths teachers’ teaching in both quantitative and qualitative terms. The analyses are realised through an optimal combination of multiple observation systems, both content general and mathematics specific, that are well recognised in research and practice worldwide as well as in-depth qualitative interpretation of key themes of teaching and learning identified across classrooms. With the Opportunity to Learn observation system, we measure the quantity of teaching; with the ISTOF and MQI protocols, we measure the quality of teaching in general and mathematics teaching in particular. The confirmatory factor analyses identify the latent variable models that fit better and get them ready for further analysis in the multilevel structural equation models in Chapter 7. The in-depth qualitative analyses of lessons show 16 features of masterly teaching. Rich descriptions and lesson examples are provided for eight, and in-depth summaries are made on the remaining eight. This chapter thus forms a picture of the reality of masterly mathematics teaching that is neither absolutely quantitative nor entirely qualitative – but both.
