Research on education often faces the problem of measurement of the opportunity to learn. This is also the case with mathematics education. Researchers may choose either a retrospective measurement approach (e.g., a questionnaire) or an immediate recording approach (e.g., logbooks). In the present study, the accuracy, reliability, and predictive validity of a logbook procedure is assessed. The results show that the use of logbooks leads to reliable measurement of opportunity to learn variables. The variables measured by logbooks also appear to be good predictors of learning progress.
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