COEMET is a classroom observation instrument that evaluates classroom culture and the use of specific math activities. It includes questions about how actively the teacher interacts with the children, how the teacher uses teachable math moments, how math is displayed in the physical environmental of the room, how confident the teacher appeared about math, etc. The specific math activities measured are not connected a specific curriculum.
Content
Administration Information
Attendance at the 2-day training. License is valid for use within a participant's district for 1 year with the option of renewal.
Access and Use
Varies
Douglas Clement, Douglas.Clements@du.edu
Julie Sarama, Julie.Sarama@du.edu
Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42(2), 127-166. https://doi.org/10.5951/jresematheduc.42.2.0127
McGuire, P. R., Kinzie, M., Thunder, K., & Berry, R. (2016). Methods of analysis and overall mathematics teaching quality in at-risk prekindergarten classrooms. Early Education and Development, 27(1), 89-109. https://doi.org/10.1080/10409289.2015.968241
Psychometrics
McGuire, P. R., Kinzie, M., Thunder, K., & Berry, R. (2016). Methods of analysis and overall mathematics teaching quality in at-risk prekindergarten classrooms. Early Education and Development, 27(1), 89-109. https://doi.org/10.1080/10409289.2015.968241
Sarama, J., Clements, D. H., Starkey, P., Klein, A., & Wakeley, A. (2008). Scaling up the implementation of a pre-kindergarten mathematics curriculum: Teaching for understanding with trajectories and technologies. Journal of Research on Educational Effectiveness, 1(2), 89-119. https://doi.org/10.1080/19345740801941332