Download NSSME Briefing Book - Chapter 2 - Math

Chapter 2
Teacher Background
and Beliefs
MATHEMATICS
Teacher
Characteristics
Original Data for Slides 5–8
(not for presentation)
Table 2.2
Characteristics of the Mathematics Teaching Force, by Grade Range
Percent of Teachers
Elementary
Middle
Sex
Male
Female
Race
White
Black or African-American
Hispanic or Latino
Asian
American Indian/Alaskan Native
Native Hawaiian/Other Pacific Islander
Two or more races
Age
 30
31–40
41–50
51–60
61+
Experience Teaching any Subject at the K–12 Level
0–2 years
3–5 years
6–10 years
11–20 years
 21 years
Experience Teaching Mathematics at the K–12 Level
0–2 years
3–5 years
6–10 years
11–20 years
 21 years
Experience Teaching at this School, any Subject
0–2 years
3–5 years
6–10 years
11–20 years
 21 years
High
8
92
(1.0)
(1.0)
24
76
(1.9)
(1.9)
44
56
(1.7)
(1.7)
92
4
9
1
1
0
1
(1.1)
(0.9)
(1.3)
(0.3)
(0.3)
(0.3)
(0.3)
89
6
5
3
1
0
1
(1.3)
(0.9)
(0.7)
(1.0)
(0.2)
(0.2)
(0.3)
92
3
5
3
1
0
1
(1.0)
(0.6)
(0.6)
(0.6)
(0.4)
(0.1)
(0.2)
17
26
27
24
6
(1.2)
(1.4)
(1.6)
(1.4)
(0.9)
18
26
30
21
5
(1.3)
(2.1)
(2.2)
(1.7)
(0.9)
17
25
27
20
10
(1.2)
(1.3)
(1.2)
(1.1)
(1.1)
9
13
23
30
24
(1.0)
(1.2)
(1.3)
(1.6)
(1.6)
11
15
20
33
21
(1.2)
(1.2)
(1.6)
(2.1)
(1.9)
10
13
21
33
23
(1.0)
(1.1)
(1.2)
(1.5)
(1.2)
12
15
22
30
21
(1.1)
(1.4)
(1.3)
(1.6)
(1.6)
14
17
25
29
15
(1.4)
(1.3)
(1.8)
(1.9)
(1.6)
10
14
22
33
21
(0.8)
(1.1)
(1.3)
(1.4)
(1.1)
20
21
26
22
11
(1.5)
(1.4)
(1.3)
(1.3)
(1.2)
23
23
23
23
8
(1.7)
(1.7)
(1.8)
(2.1)
(1.3)
21
23
25
23
8
(1.3)
(1.2)
(1.3)
(1.3)
(0.7)
Mathematics Teacher Sex, by Grade
Range
Percent of Teachers
100
92
76
80
56
60
44
40
24
20
8
0
Elementary
Middle
Male
Female
High
Mathematics Teacher Race/Ethnicity,
by Grade Range
Percent of Teachers
100
92
92
89
80
60
40
20
0
1 1 4
9
1
6 5
1 3
Elementary
1
Middle
American Indian/Alaskan Native
Asian
Black or African-American
Hispanic or Latino
White
Other
1 3 3 5
High
1
Mathematics Teacher Age, by Grade
Range
Percent of Teachers
40
26 27
20
30
26
24
21
18
17
25
17
27
20
10
6
5
0
Elementary
≤30
31–40
Middle
41–50
High
51–60
61+
Experience Teaching Mathematics at
K–12 Level, by Grade Range
Percent of Teachers
40
33
30
22
20
12
29
25
22
21
15
14
17
15
21
14
10
0
Elementary
0–2 years
3–5 years
Middle
6–10 years
High
11–20 years
≥21 years
Original Data for Slide 10
(not for presentation)
Table 2.3
Classes Taught by Teachers with Varying Experience Teaching Subject,
by Subject and Proportion of Students Eligible for Free/Reduced-Price Lunch
Lowest
Quartile
Experience Teaching Mathematics
0–2 years
3–5 years
6–10 years
11–20 years
 21 years
12
13
24
30
22
(2.2)
(1.4)
(1.9)
(2.1)
(2.0)
Percent of Classes
Second
Third
Quartile
Quartile
12
13
24
32
19
(1.0)
(1.4)
(1.7)
(2.0)
(1.5)
12
16
22
30
21
(1.4)
(1.8)
(1.8)
(1.8)
(1.6)
Highest
Quartile
14
19
21
31
15
(1.6)
(1.9)
(1.7)
(2.1)
(1.6)
Classes Taught by Mathematics Teachers with 5 or Fewer Years
Experience Teaching Mathematics, by Percentage of Students in
School Eligible for Free/Reduced-Price Lunch
Percent of Classes
100
80
60
40
25
25
28
33
20
0
Lowest Poverty Second Quartile Third Quartile
Higest Poverty
Schools
Schools
Quartile of Schools Based on Percentage of Students Eligible for
Free/Reduced-Price Lunch
Original Data for Slide 12
(not for presentation)
Table 2.4
Classes Taught by Non-Asian Minority Teachers,
by Subject and Proportion of Non-Asian Minority Students in Class
Percent of Classes
Mathematics
Lowest Quartile of Non-Asian Minority Students
Second Quartile of Non-Asian Minority Students
Third Quartile of Non-Asian Minority Students
Highest Quartile of Non-Asian Minority Students
1
4
12
33
(0.5)
(0.7)
(1.7)
(2.7)
Mathematics Classes Taught by Teachers From Race/Ethnicity Groups
Historically Underrepresented in Mathematics, by Percentage of Students
in Class from Historically Underrepresented Race/Ethnicity Groups
Percent of Classes
100
80
60
40
33
20
0
12
1
4
Lowest %
Second Quartile Third Quartile
Highest %
Underrepresented
Underrepresented
Quartiles of Classes Based on Percentage of Historically
Underrepresented Students in Class
Teacher
Preparation
Original Data for Slide 15
(not for presentation)
Table 2.5
Teacher Degrees, by Grade Range
Elementary
Mathematics Teachers
Mathematics
Mathematics Education
Mathematics or Mathematics Education
4
2
4
(0.5)
(0.3)
(0.6)
Percent of Teachers
Middle
23
26
35
(1.7)
(2.0)
(2.2)
High
52
54
73
(1.5)
(1.7)
(1.7)
Mathematics Teacher Degrees, by
Grade Range
Percent of Teachers
100
80
73
60
52
54
35
40
23
26
20
4
2
4
0
Elementary
Middle
Mathematics
Mathematics Education
Mathematics or Mathematics Education
High
Original Data for Slide 17
(not for presentation)
Table 2.6
Secondary Teachers with a Degree in Discipline,
by Proportion of Students Eligible for Free/Reduced-Price Lunch
Mathematics Teachers
Lowest
Quartile
Percent of Teachers
Second
Third
Quartile
Quartile
56
53
(3.5)
(2.8)
54
(3.1)
Highest
Quartile
51
(3.7)
Secondary Mathematics Teachers with a Degree in
Discipline, by Percentage of Students in School Eligible
for Free/Reduced-Price Lunch
Percent of Teachers
100
80
60
56
53
54
51
40
20
0
Lowest Poverty
Second Quartile
Third Quartile
Highest Poverty
Schools
Schools
Quartile of Schools Based on Percentage of Students Eligible for
Free/Reduced-Price Lunch
Original Data for Slide 19
(not for presentation)
Table 2.14
Teachers Completing at Least One Course
in Their Field at Two-Year Institutions, by Grade Range
Elementary
Mathematics
35
(2.5)
Percent of Teachers
Middle
28
(2.6)
High
31
(2.0)
Mathematics Teachers Completing at Least One Course
in Their Field at Two-Year Institutions, by Grade Range
Percent of Teachers
100
80
60
40
35
28
31
Middle
High
20
0
Elementary
Original Data for Slide 21
(not for presentation)
Table 2.15
Average Percentage† of Courses Teachers
Completed in Their Field at Two-Year Institutions, by Grade Range
Average Percent of Courses in Field
Elementary
Middle
High
Mathematics Teachers
48 (1.8)
41 (3.0)
†
Includes only teachers who completed part of the coursework in their field at a two-year institution.
30
(1.7)
Average Percentage of Courses Mathematics Teachers
Completed in Their Field at Two-Year Institutions, by Grade
Range
Average Percent of Courses in
Field
100
80
60
48
41
40
30
20
0
Elementary
Middle
High
Original Data for Slide 23
(not for presentation)
Table 2.20
Elementary Mathematics Teachers
Completing Various College Courses
Percent of Teachers
Mathematics content for elementary school teachers
College algebra/trigonometry/elementary functions
Computer Science
Statistics
95
55
50
46
(0.7)
(1.6)
(2.1)
(1.6)
Integrated mathematics
Probability
College Geometry
Calculus
43
24
24
19
(1.7)
(1.5)
(1.5)
(1.4)
Mathematics education
Student teaching in mathematics
95
86
(0.7)
(1.2)
Elementary Mathematics Teachers’
Completing Various College Courses
Mathematics education
95
Mathematics content for elementary teachers
95
Student teaching in mathematics
86
College Algebra/trig./elementary functions
55
Computer science
50
Statistics
46
Integrated mathematics
43
College geometry
24
Probability
24
Calculus
19
0
20
40
60
Percent of Teachers
80
100
Original Data for Slide 25
(not for presentation)
Table 2.21
Elementary Mathematics Teachers’
Coursework Related to NCTM Course-Background Standards
Percent of Teachers
All 5 courses
3–4 courses
1–2 courses
No courses
10
32
57
1
(1.2)
(1.6)
(1.8)
(0.3)
Elementary Mathematics Teachers’ Coursework
Related to NCTM Course-Background Standards
57
Percent of Teachers
60
40
32
20
10
1
0
All 5 courses
3–4 courses
1–2 courses
No courses
Original Data for Slides 27–30
(not for presentation)
Table 2.22
Secondary Mathematics Teachers
Completing Various College Courses, by Grade Range
Percent of Teachers
Middle
High
Calculus
Advanced calculus
Differential equations
Real analysis
63
37
22
18
(2.3)
(2.1)
(1.5)
(1.7)
93
79
62
44
(0.9)
(1.6)
(1.7)
(1.7)
Linear algebra
Mathematics content for middle/high school teachers
Abstract algebra
39
56
28
(1.9)
(2.3)
(1.6)
80
71
67
(1.7)
(1.8)
(1.7)
Axiomatic geometry (Euclidean or non-Euclidean)
Analytic/Coordinate geometry
Integrated mathematics
21
26
40
(1.6)
(1.9)
(2.0)
55
53
34
(1.7)
(1.7)
(1.7)
Statistics
Probability
Number theory
Discrete mathematics
Other upper division mathematics
69
39
32
26
19
(2.1)
(2.2)
(2.0)
(1.7)
(1.5)
83
56
54
52
43
(1.5)
(1.7)
(1.9)
(1.8)
(1.5)
Computer science
Engineering
61
9
(2.1)
(1.2)
77
19
(1.7)
(1.4)
Mathematics education
Student teaching in mathematics
87
73
(1.7)
(2.1)
87
79
(1.6)
(1.6)
Middle School Mathematics Teachers
Completing Various College Courses
Mathematics education
87
Student teaching in mathematics
73
Statistics
69
Calculus
63
Computer science
61
Mathematics for middle/high school teachers
56
Integrated mathematics
40
Probability
39
Linear algebra
39
0
20
40
60
Percent of Teachers
80
100
Middle School Mathematics Teachers
Completing Various College Courses
Advanced calculus
37
Number theory
32
Abstract algebra
28
Analytic/Coordinate geometry
26
Discrete mathematics
26
Differential equations
22
Axiomatic geometry
21
Other upper division mathematics
19
Real analysis
18
Engineering
9
0
20
40
60
Percent of Teachers
80
100
High School Mathematics Teachers
Completing Various College Courses
Calculus
93
Mathematics education
87
Statistics
83
Linear algebra
80
Student teaching in mathematics
79
Advanced calculus
79
Computer science
77
Mathematics for middle/high school teachers
71
Abstract algebra
67
0
20
40
60
Percent of Teachers
80
100
High School Mathematics Teachers
Completing Various College Courses
Differential equations
62
Probability
56
Axiomatic geometry
55
Number theory
54
Analytic/Coordinate geometry
53
Discrete mathematics
52
Real analysis
44
Other upper division mathematics
43
Integrated mathematics
34
Engineering
19
0
20
40
60
Percent of Teachers
80
100
Original Data for Slide 32
(not for presentation)
Table 2.23
Middle School Mathematics Teachers’ Coursework
Related to NCTM Course-Background Standards
Percent of Teachers
All 6 courses
4–5 courses
2–3 courses
1 course
No courses
14
35
31
15
6
(1.4)
(2.0)
(2.1)
(1.6)
(1.0)
Middle School Mathematics Teachers
Coursework Related to NCTM CourseBackground Standards
Percent of Teachers
60
40
20
35
31
15
14
6
0
All 6 courses
4–5 courses
2–3 courses
1 course
No courses
Original Data for Slide 34
(not for presentation)
Table 2.24
High School Mathematics Teachers’ Coursework
Related to NCTM Course-Background Standards
Percent of Teachers
All 7 courses
5–6 courses
3–4 courses
1–2 courses
No courses
26
40
22
10
2
(1.5)
(1.6)
(1.6)
(1.4)
(0.7)
High School Mathematics Teachers
Coursework Related to NCTM CourseBackground Standards
Percent of Teachers
60
40
40
26
22
20
10
2
0
All 7 courses
5–6 courses
3–4 courses
1–2 courses
No courses
Original Data for Slide 36
(not for presentation)
Table 2.25
Teachers’ Paths to Certification, by Subject and Grade Range
Percent of Teachers
Elementary
Middle
High
Mathematics
An undergraduate program leading to a bachelor’s degree and a
teaching credential
A post-baccalaureate credentialing program (no master’s degree
awarded)
A master’s program that also awarded a teaching credential
No formal teacher preparation
63
(2.2)
55
(3.1)
48
(2.3)
14
22
1
(1.9)
(2.0)
(0.4)
17
25
3
(2.1)
(2.7)
(1.1)
20
22
10
(1.8)
(1.6)
(1.9)
Mathematics Teachers’ Path to
Certification, by Grade Range
Percent of Teachers
80
63
55
60
48
40
25
22
20
14
Elementary
22
10
3
1
0
20
17
Middle
Bachelor's degree w/ teaching credential
Post-baccalaureate credentialing program (no master's)
Master's program w/ teaching credential
No formal teacher preparation
High
Teacher
Pedagogical Beliefs
Original Data for Slides 39–44
(not for presentation)
Table 2.27
Mathematics Teachers Agreeing† with Various
Statements about Teaching and Learning, by Grade Range
Percent of Teachers
Elementary
Middle
Most class periods should provide opportunities for students to share
their thinking and reasoning
Most class periods should conclude with a summary of the key ideas
addressed
Most class periods should include some review of previously covered
ideas and skills
Students should be provided with the purpose for a lesson as it begins
Students should be assigned homework most days
At the beginning of instruction on a mathematical idea, students should
be provided with definitions for new vocabulary that will be used
It is better for mathematics instruction to focus on ideas in depth, even
if that means covering fewer topics
Inadequacies in students’ mathematics background can be overcome by
effective teaching
High
97
(0.5)
95
(0.8)
93
(0.8)
95
(0.8)
93
(1.0)
90
(0.9)
96
95
(0.6)
(0.6)
90
92
(1.2)
(1.2)
87
85
(1.0)
(0.9)
67
(1.7)
76
(1.9)
82
(1.3)
90
(1.1)
83
(1.5)
81
(1.0)
78
(1.5)
82
(1.8)
78
(1.2)
87
(1.3)
83
(1.6)
77
(1.3)
Students learn mathematics best in classes with students of similar
abilities
51 (1.7)
69 (2.2)
77 (1.1)
Hands-on activities/manipulatives should be used primarily to reinforce
a mathematical idea that the students have already learned
52 (1.7)
40 (2.1)
39 (1.7)
Teachers should explain an idea to students before having them
investigate the idea
48 (1.8)
37 (1.8)
38 (1.6)
†
Includes teachers indicating “strongly agree” or “agree” on a 5-point scale ranging from 1 “strongly disagree” to 5 “strongly
agree.”
Elementary School Mathematics Teachers Agreeing
with Various Statements about Teaching and Learning
Most classes should provide students
opportunities to share thinking/reasoning
97
Most class periods should include review
96
Most classes should end with summary of
key ideas
95
Students should be provided with a
purpose for a lesson
95
Instruction should focus on depth over
breadth
78
0
20
40
60
80
Percent of Teachers
100
Elementary School Mathematics Teachers Agreeing
with Various Statements about Teaching and Learning
Provide defintions for new vocabulary at
beginning of instruction on an idea
90
Hands-on should reinforce ideas already
learned
52
Students learn best with those of similar
abilities
51
Teacher should explain ideas before having
students investigate them
48
0
20
40
60
80
Percent of Teachers
100
Middle School Mathematics Teachers Agreeing with
Various Statements about Teaching and Learning
Most classes should provide students
opportunities to share thinking/reasoning
95
Most classes should end with summary of
key ideas
93
Students should be provided with a
purpose for a lesson
92
Most class periods should include review
90
Instruction should focus on depth over
breadth
82
0
20
40
60
80
Percent of Teachers
100
Middle School Mathematics Teachers Agreeing with
Various Statements about Teaching and Learning
Provide defintions for new vocabulary at
beginning of instruction on an idea
83
Students learn best with those of similar
abilities
69
Hands-on should reinforce ideas already
learned
40
Teachers should explain ideas before
having students investigate them
37
0
20
40
60
80
Percent of Teachers
100
High School Mathematics Teachers Agreeing with
Various Statements about Teaching and Learning
Most classes should provide students
opportunities to share thinking/reasoning
93
Most classes should end with summary of
key ideas
90
Most class periods should include review
87
Students should be provided with a
purpose for a lesson
85
Instruction should focus on depth over
breadth
78
0
20
40
60
80
Percent of Teachers
100
High School Mathematics Teachers Agreeing with
Various Statements about Teaching and Learning
Provide defintions for new vocabulary at
beginning of instruction on an idea
81
Students learn best with those of similar
abilities
77
Hands-on should reinforce ideas already
learned
39
Teachers should explain ideas before
having students investigate them
38
0
20
40
60
80
Percent of Teachers
100
Teachers’ Perception
of Preparedness
Original Data for Slide 47
(not for presentation)
Table 2.28
Elementary Teachers’ Perceptions of
Their Preparedness to Teach Each Subject
Not Adequately
Prepared
Percent of Teachers†
Somewhat
Fairly Well
Prepared
Prepared
Reading/Language Arts
0 (0.1)
2 (0.3)
17 (0.9)
Mathematics
1 (0.4)
3 (0.7)
19 (1.5)
Social Studies
1 (0.3)
12 (0.9)
41 (1.5)
Science
2 (0.5)
15 (1.4)
43 (1.8)
†
Includes only teachers assigned to teach all four subjects to a single class of students in grades K–6.
Very Well
Prepared
81
77
47
39
(1.0)
(1.7)
(1.5)
(2.1)
Elementary Teachers Considering Themselves
Very Well Prepared to Teach Each Subject
100
Percent of Teachers
80
81
77
60
47
39
40
20
0
Reading/Language
Arts
Mathematics
Social Studies
Science
Original Data for Slide 49
(not for presentation)
Table 2.30
Elementary Teachers’ Perceptions of Their
Preparedness to Teach Selected Mathematics Topics
Not Adequately
Prepared
Percent of Teachers†
Somewhat
Fairly Well
Prepared
Prepared
Very Well
Prepared
Number and Operations
0 (0.1)
2 (0.4)
21 (1.3)
77 (1.4)
Measurement and Data Representation
1 (0.4)
9 (1.1)
33 (1.9)
56 (2.0)
Geometry
3 (0.6)
10 (1.0)
33 (1.7)
54 (1.9)
Early Algebra
5 (0.7)
13 (1.1)
36 (1.7)
46 (2.0)
†
Includes only teachers assigned to teach mathematics, reading/language arts, science, and social studies to a single class of
students in grades K–6.
Elementary Teachers Considering Themselves Very Well
Prepared to Teach Selected Mathematics Subjects
Percent of Teachers
100
80
77
56
60
54
46
40
20
0
Number and
Operations
Measurement and
Data
Representation
Geometry
Early Algebra
Original Data for Slides 51–52
(not for presentation)
Table 2.32
Secondary Mathematics Teachers Considering Themselves
Very Well Prepared to Teach Each of a Number of Topics, by Grade Range
Percent of Teachers
Middle
High
Algebraic thinking
The number system and operations
Functions
Measurement
76
88
60
66
(1.9)
(1.4)
(1.9)
(2.1)
91
90
84
79
(0.9)
(1.1)
(1.5)
(1.2)
Geometry
Modeling
Statistics and probability
Discrete mathematics
62
49
48
18
(2.0)
(2.3)
(2.2)
(1.5)
70
58
30
25
(1.4)
(2.0)
(1.2)
(1.2)
Middle School Mathematics Teachers Considering
Themselves Very Well Prepared to Teach Each of a
Number of Topics
The number system and operations
88
Algebraic thinking
76
Measurement
66
Geometry
62
Functions
60
Modeling
49
Statistics and probability
48
Discrete mathematics
18
0
20
40
60
Percent of Teachers
80
100
High School Mathematics Teachers Considering
Themselves Very Well Prepared to Teach Each of a
Number of Topics
Algebraic thinking
91
The number system and operations
90
Functions
84
Measurement
79
Geometry
70
Modeling
58
Statistics and probability
30
Discrete mathematics
25
0
20
40
60
Percent of Teachers
80
100
Original Data for Slides 54–59
(not for presentation)
Table 2.36
Mathematics Teachers Considering Themselves Very Well
Prepared for Each of a Number of Tasks, by Grade Range
Percent of Teachers
Manage classroom discipline
Encourage participation of females in mathematics
Encourage participation of students from low socioeconomic
backgrounds in mathematics
Encourage participation of racial or ethnic minorities in mathematics
Encourage students’ interest in mathematics
Plan instruction so students at different levels of achievement can
increase their understanding of the ideas targeted in each activity
Provide enrichment opportunities for gifted students
Teach mathematics to students who have learning disabilities
Teach mathematics to students who have physical disabilities
Teach mathematics to English-language learners
Elementary
69 (2.1)
56 (2.2)
Middle
61 (2.9)
56 (2.9)
58
51
High
(2.3)
(2.2)
52
50
48
(2.2)
(2.1)
(2.3)
53
48
46
(3.1)
(2.8)
(3.0)
40
39
39
(2.2)
(2.0)
(2.2)
42
27
23
16
23
(2.2)
(2.2)
(2.1)
(1.6)
(2.2)
36
33
27
21
17
(2.7)
(3.2)
(3.0)
(2.7)
(2.1)
31
23
19
17
13
(1.9)
(1.8)
(1.6)
(1.4)
(1.2)
Elementary School Mathematics Teachers Considering
Themselves Very Well Prepared for Various Tasks
Encourage female participation
56
Encourage participation of students from
low socioeconomic backgrounds
52
Encourage participation of racial or ethnic
minorities
50
Encourage interest in mathematics
48
0
20
40
60
80
Percent of Teachers
100
Elementary School Mathematics Teachers Considering
Themselves Very Well Prepared for Various Tasks
Plan instruction for students at different
levels of achievement
42
Provide enrichment for gifted students
27
Teach English-language learners
23
Teach students who have learning
disabilities
23
Teach students who have physical
disabilities
16
0
20
40
60
80
Percent of Teachers
100
Middle School Mathematics Teachers Considering
Themselves Very Well Prepared for Various Tasks
Encourage female participation
56
Encourage participation of students from
low socioeconomic backgrounds
53
Encourage participation of racial or ethnic
minorities
48
Encourage interest in mathematics
46
0
20
40
60
80
Percent of Teachers
100
Middle School Mathematics Teachers Considering
Themselves Very Well Prepared for Various Tasks
Plan instruction for students at different
levels of achievement
36
Provide enrichment for gifted students
33
Teach students who have learning
disabilities
27
Teach students who have physical
disabilities
21
Teach English-language learners
17
0
20
40
60
80
Percent of Teachers
100
High School Mathematics Teachers Considering
Themselves Very Well Prepared for Various Tasks
Encourage female participation
51
Encourage participation of students from
low socioeconomic backgrounds
40
Encourage participation of racial or ethnic
minorities
39
Encourage interest in mathematics
39
0
20
40
60
80
Percent of Teachers
100
High School Mathematics Teachers Considering
Themselves Very Well Prepared for Various Tasks
Plan instruction for students at different
levels of achievement
31
Provide enrichment for gifted students
23
Teach students who have learning
disabilities
19
Teach students who have physical
disabilities
17
Teach English-language learners
13
0
20
40
60
80
Percent of Teachers
100
Original Data for Slides 61–63
(not for presentation)
Table 2.37
Mathematics Classes in Which Teachers Feel Very Well
Prepared for Each of a Number of Tasks in the Most Recent Unit, by Grade Range
Elementary
Percent of Classes
Middle
High
Assess student understanding at the conclusion of this unit
66
(1.7)
72
(2.3)
72
(1.5)
Monitor student understanding during this unit
62
(1.6)
62
(2.1)
65
(1.7)
Implement the mathematics textbook/program to be used during this
unit†
62
(2.0)
63
(2.3)
61
(1.8)
Anticipate difficulties that students will have with particular
mathematical ideas and procedures in this unit
46
(1.8)
54
(2.4)
60
(1.3)
Find out what students thought or already knew about the key
mathematical ideas
48
(1.8)
49
(2.3)
48
(1.5)
†
This item was presented only to teachers who indicated using commercially published textbooks/programs in the most
recent unit.
Elementary School Mathematics Classes in Which
Teachers Feel Very Well Prepared for Various Tasks in
the Most Recent Unit
Assess student understanding at end of
unit
66
Monitor student understanding
62
Implement mathematics
textbook/program
62
Discover student thinking about
mathematical ideas
48
Anticipate student difficulties with
mathematical ideas/procedures
46
0
20
40
60
Percent of Classes
80
100
Middle School Mathematics Classes in Which Teachers
Feel Very Well Prepared for Various Tasks in the Most
Recent Unit
Assess student understanding at end of
unit
72
Implement mathematics
textbook/program
63
Monitor student understanding
62
Anticipate student difficulties with
mathematical ideas/procedures
54
Discover student thinking about
mathematical ideas
49
0
20
40
60
Percent of Classes
80
100
High School Mathematics Classes in Which Teachers
Feel Very Well Prepared for Various Tasks in the Most
Recent Unit
Assess student understanding at end of
unit
72
Monitor student understanding
65
Implement mathematics
textbook/program
61
Anticipate student difficulties with
mathematical ideas/procedures
60
Discover student thinking about
mathematical ideas
48
0
20
40
60
Percent of Classes
80
100
Original Data for Slides 65–67
(not for presentation)
Table 2.38
Class Mean Scores for Mathematics Teacher
Perceptions of Preparedness Composites, by Equity Factors
Teach Students
from Diverse
Backgrounds
Mean Score
Encourage
Students’
Teach
Interest in
Mathematics
Mathematics
Content†
Implement
Instruction in
Particular Unit
Prior Achievement Level of Class
Mostly High Achievers
59 (1.4)
79 (1.3)
86 (0.5)
88 (0.7)
Average/Mixed Achievers
58 (0.8)
78 (0.8)
81 (0.6)
83 (0.5)
Mostly Low Achievers
58 (1.5)
75 (1.5)
80 (0.8)
83 (0.8)
Percent of Non-Asian Minority
Students in Class
Lowest Quartile
55 (1.5)
75 (1.4)
82 (1.0)
85 (0.7)
Second Quartile
57 (1.2)
78 (1.2)
85 (0.6)
85 (0.7)
Third Quartile
59 (1.2)
78 (1.2)
82 (0.8)
84 (0.7)
Highest Quartile
61 (1.4)
79 (1.3)
81 (0.9)
83 (0.8)
Percent of Students in School
Eligible for FRL
Lowest Quartile
58 (1.4)
76 (1.5)
85 (0.6)
86 (0.7)
Second Quartile
60 (1.3)
79 (1.3)
82 (0.9)
85 (0.6)
Third Quartile
57 (1.2)
77 (1.2)
82 (1.0)
84 (0.7)
Highest Quartile
61 (1.6)
79 (1.5)
81 (1.0)
82 (0.8)
†
Perceptions of Preparedness to Teach Mathematics Content score was computed only for non-self-contained classes.
Mathematics Teacher Perceptions of Preparedness
Composite, by Prior Achievement Level of Class
100
79
75 78
Class Mean Score
80
60
80 81
86
83 83
88
58 58 59
40
20
0
Teach Students from Encourage Students' Teach Mathematics
Diverse Backgrounds
Interest in
Content
Mathematics
Mostly Low Achievers
Average/Mixed Achievers
Implement
Instruction in
Particular Unit
Mostly High Achievers
Mathematics Teacher Perceptions of Preparedness
Composite, by Percentage of Students in Class from
Historically Underrepresented Race/Ethnicity Groups
Class Mean Score
100
75 78 78 79
80
60
82 85 82 81
85 85 84 83
Teach Mathematics
Content
Implement Instruction
in Particular Unit
61
55 57 59
40
20
0
Teach Students from
Diverse Backgrounds
Encourage Students'
Interest in
Mathematics
Lowest % Underrepresented
Second Quartile
Third Quartile
Highest % Underrepresented
Mathematics Teacher Perceptions of Preparedness
Composite, by Percentage of Students in School Eligible
for Free/Reduced-Price Lunch
100
76 79 77 79
Class Mean Score
80
60
85 82 82
81
86 85 84
82
58 60 57 61
40
20
0
Teach Students from Encourage Students' Teach Mathematics Implement Instruction
Diverse Backgrounds
Interest in
Content
in Particular Unit
Mathematics
Lowest Poverty Schools
Second Quartile
Third Quartile
Highest Poverty Schools