ERIC Number: ED548244
Record Type: Non-Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: N/A
2012 National Survey of Science and Mathematics Education: Status of Elementary School Mathematics
Malzahn, Kristen A.
Horizon Research, Inc.
The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The design and implementation of the study involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. This report examines the status of elementary mathematics teaching and is one of several subject and grade-level specific reports. An appendix with teacher mean scores for composites and class mean scores for composites is provided.
Descriptors: Elementary School Mathematics, National Surveys, Teacher Surveys, Teacher Characteristics, Demography, Elementary School Teachers, Faculty Development, Career Readiness, Decision Making, Classroom Environment, Teacher Attitudes, Professional Autonomy, Class Activities, Time on Task, Homework, Testing Programs, Educational Practices, Instructional Materials, Educational Facilities, Educational Equipment, Performance Factors, Instruction, Mathematics Instruction, Mathematics Curriculum, Teaching Experience, Questionnaires, Pedagogical Content Knowledge, Educational Trends
Horizon Research, Inc. 326 Cloister Court, Chapel Hill, NC 27514. Tel: 919-489-1725; Fax: 919-493-7589; e-mail: firstname.lastname@example.org; Web site: http://www.horizon-research.com
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Education
Sponsor: National Science Foundation
Authoring Institution: Horizon Research, Inc.
IES Grant or Contract Numbers: DRL-1008228