Classroom Observation of Early Mathematics - Environment and Teaching (COEMET)

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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 environment of the room, how confident the teacher appears about math, etc. The specific math activities measured are not connected to a specific curriculum.

Content

Topics
Teacher and Leader Development
Tags
Early childhood education,
Instructional practices,
Learning environments,
Mathematics education
Grades
Pre-Kindergarten,
Kindergarten,
4,
2nd Grade,
3rd Grade
Languages
English
Respondent
Observer

Administration Information

Length
Guidelines for suggested duration of use is provided during training.
Qualifications

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

Price

Varies

Contact

Douglas Clement, Douglas.Clements@du.edu
Julie Sarama, Julie.Sarama@du.edu

Link
https://www.du.edu/marsicoinstitute/whatwedo/pd.html
Open Access
No
Use in Research

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

Scoring
Manual scoring
Psychometric References

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

Ronfeldt, M., & Truwit, M. (2023). Considerations for use of teaching quality measures. EdInstruments Brief, Annenberg Institute for School Reform, Brown University. www.edinstruments.com/teaching.

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

National Comparison
No