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

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

Category
Sub-Category
Domains
Classroom Instruction
Grades
Pre-Kindergarten,
Kindergarten,
1st Grade,
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

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 Education42(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 Development27(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 Development27(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 Effectiveness1(2), 89-119. https://doi.org/10.1080/19345740801941332

National Comparison
No