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Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement. Findings suggest that one in ten measures in mathematics education include rigorous evidence to support intended uses. Recommendations are made to support mathematics education researchers to continue to take steps to improve validity evidence in the design and use of quantitative measures. 

Recent calls to action focus on using educational tools that promote mathematics learning through evidence-based and equity-forward practices (NCTM, 2018). These practices may be derived from scholarship that examines factors related to mathematics teaching and learning using quantitative measures. A purpose of this presentation is to highlight areas of strength and opportunity related to the use of quantitative measures in scholarship examining K-12 mathematics settings. One outcome from this research-in progress is that scholars may become more aware of quantitative assessments for use in their research. A second outcome from this research is to foster conversations among colleagues around collaborative scholarship as well as areas for growth within mathematics education assessment. As a result, scholars may be better equipped to engage in quantitative research within mathematics contexts. Recognizing what is available and relevant to a desired area of study has potential to address contexts connected to topics described in Catalyzing Change (NCTM, 2018, 2020, 2020). That is, scholars cannot quantitatively measure constructs described in Catalyzing Change until it is known what measures are available and what they assess. This research-in progress aims to engage researchers in ongoing research and promote discussions across attendees. 

In this paper, we describe the theory guiding the development of microlearning modules connecting noticing and equity in mathematics. Gutiérrez’s (2009) four dimensions of equity framework is used to inform the modules. The professional noticing of children’s mathematical thinking (Jacobs, Lamb, & Philipp, 2010) is also woven into the module development. We analyze data from preservice elementary teachers’ ideas about equity and responses to a video to inform our project and discuss the importance of making equity explicit in mathematics methods courses. Results indicate that preservice elementary teachers’ ideas of equity primarily fall into the dominant axes of access and achievement, but also show evidence of the critical axes of identity and power in responses to the classroom video. 

In this paper, we describe the theory guiding the development of microlearning modules connecting noticing and equity in mathematics. Gutiérrez’s (2009) four dimensions of equity framework is used to inform the modules. The professional noticing of children’s mathematical thinking (Jacobs, Lamb, & Philipp, 2010) is also woven into the module development. We analyze data from preservice elementary teachers’ ideas about equity and responses to a video to inform our project and discuss the importance of making equity explicit in mathematics methods courses. Results indicate that preservice elementary teachers’ ideas of equity primarily fall into the dominant axes of access and achievement, but also show evidence of the critical axes of identity and power in responses to the classroom video. 

This study examines potential bias with respect to perceived gender and ethnicity in preservice teachers’ professional noticing of children’s mathematical thinking. The goal of the study was to explore how, and to what extent bias emerges within pre-service teachers’ professional noticing of children of differing perceived races and genders. Our findings suggest that bias tends to emerge in the interpreting phase of professional noticing; however, such emergence did not appear to vary in conjunction with the perceived ethnicity and gender of the student. Further, our findings suggest that the inclusion of visual imagery (i.e. photos) influence the manifestation of bias among preservice teachers to some degree when professionally noticing in the context of a written case.