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
Access and Use
Clements, D., Sarama, J., Spitler, M., Lange, A., & Wolfe, C. (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, 127;
McGuire, P., Kinzie, M.B., Thunder, K., & Berry, R.Q. III. (2016). Methods of analysis and overall mathematics teaching quality in at-risk pre-kindergarten classrooms. Early Education and Development, 27(1), 89-109.
Psychometrics
McGuire, P., Kinzie, M.B., Thunder, K., & Berry, R.Q. III. (2016). Methods of analysis and overall mathematics teaching quality in at-risk pre-kindergarten classrooms. Early Education and Development, 27(1), 89-109.
Sarama, J., Clements, D., 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.