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Teacher/Faculty Surveys

Instrument 13: Classroom Practices & Teacher Characteristics for High School Mathematics

Project: Surveys of Enacted Curriculum
Council of Chief State School Officers

Funding Source: NSF: EHR

Purpose: To provide comparative information on mathematics instruction

Administered To: High school teachers whose school districts are participating in the Mathematics and Science Partnership Program

Topics Covered:

  • Background Characteristics & Activities (Teacher): education, experience, expertise, current practice, professional status, professional development activities
  • Demographics (Student): gender, ethnicity, age, primary language spoken
  • Demographics (Teacher): gender, ethnicity, experience, certification
  • Learning Environment: method, class size, pedagogy
  • Lesson/Curriculum Plan: learning environment, methods, content, assessment, activities
  • Self Assessment (Teacher): preparation, application of instructional methods, implementation activities

Format/Length: 149 closed-ended items


Council of Chief State School Officers
Wisconsin Center for Education Research




Classroom Practices & Teacher Characteristics
For
High School
Mathematics


Selecting the Target Class-- For all questions about instructional content and practices, please refer only to activities in the mathematics class that you teach. If you teach more than one mathematics class, select the first class that you teach each week. If you teach a split class (i.e. the class is split into more than one group for Mathematics instruction) select only one group to describe as the target class.




The following pages request information regarding students in the target mathematics class for the 2002-2003 school year (last school year).




HOMEWORK (work assigned to be done outside of class)

Answer the following questions with regard to your target class:
14 How often do you usually assign mathematics homework to be done outside of class? Never (Skip to # 18) 3-4 times per week
Less than once per week Every day
Once or twice per week    
 
15 How many minutes does the typical student spend on a normal homework assignment completed outside of class? I do not assign homework 31-60 minutes
Less than 15 minutes 61-90 minutes
15-30 minutes More than 90 minutes
 
16 Does homework done outside of class count towards student grades? Never Usually does
Usually does not Always does
 
17 How often do you assign homework to be completed in a small group outside of class? Never 3-4 times per week
Less than once per week Every day
Once or twice per week    
           

AMOUNT OF HOMEWORK TIME (for the school year)

   0 - None
   1 - Little (10% or less of homework time for the school year)
   2 - Some (11-25% of homework time for the school year)
   3 - Moderate (26-50% of homework time for the school year)
   4 - Considerable (more than 50% of homework time for the school year)

               
For the target class, how much of the time that students spend on mathematics homework done outside of class, do they:  
18 Complete computational exercises or procedures from a textbook or worksheet.  
19 Solve word problems from a textbook or worksheet.  
20 Explain their reasoning or thinking in solving a problem, using several sentences.  
21 Work on a demonstration or proof of their mathematics work.  
22 Collect data as part of mathematics homework.  
23 Work on an assignment, report, or project that takes longer than one week to complete.  
24 Solve novel or non-routine mathematical problems.  



INSTRUCTIONAL ACTIVITIES IN MATHEMATICS

Listed below are questions about the types of activities that students in the target class engage in during mathematics instruction. For each activity, you are asked to estimate the relative amount of time a typical student will spend engaged in that activity over the course of a school year. The activities are not necessarily mutually exclusive; across activities, your answers will undoubtedly greatly exceed 100%. Consider each activity on its own, estimating the range that bests indicates the relative amount of mathematics instructional time that a typical student spends over the course of a school year engaged in that activity.

AMOUNT OF INSTRUCTIONAL TIME (for the school year)

   0 - None
   1 - Little (10% or less of instructional time for the school year)
   2 - Some (11-25% of instructional time for the school year)
   3 - Moderate (26-50% of instructional time for the school year)
   4 - Considerable (more than 50% of instructional time for the school year)

               
How much of the total mathematics instructional time do students in the target class:  
25 Watch the teacher demonstrate how to do a procedure or solve a problem.  
26

Read about mathematics in books, magazines, or articles (not textbooks).

 
27 Take notes from lectures or the textbook.  
28 Complete computational exercises or procedures from a textbook or a worksheet.  
29

Present or demonstrates solutions to a math problem to the whole class.

 
30 Use manipulatives (for example, geometric shapes or algebraic tiles), measurement instruments (for example, rulers or protractors), and data collection devices (for example, surveys or probes).  
31

Work individually on mathematics exercises, problems, investigations, or tasks.

 
32

Work in pairs or small groups on math exercises, problems, investigations, or tasks.

 
33

Do a mathematics activity with the class outside the classroom.

 
34

Use computers, calculators, or other technology to learn mathematics.

 
35

Maintain and reflect on a mathematics portfolio of their own work.

 
36

Take a quiz or test.

 
               
               

AMOUNT OF INSTRUCTIONAL TIME (working individually)

   0 - None
   1 - Little (10% or less of individual work time on mathematical exercises, problems or tasks)
   2 - Some (11-25% of individual work time on mathematical exercises, problems or tasks)
   3 - Moderate (26-50% of individual work time on mathematical exercises, problems or tasks)
   4 - Considerable (more than 50% of individual work time on mathematical exercises, problems or tasks)
                 
When students in the target class work individually on mathematics exercises, problems, investigations, or tasks, how much time do they:    
37 Solve word problems from a textbook or worksheet.    
38

Solve non-routine mathematical problems (for example, problems that require novel or non-formulaic thinking).

   
39

Explain their reasoning or thinking in solving a problem, using several sentences orally or in writing.

   
40 Apply mathematical concepts to "real-world" problems.    
41

Make estimates, predictions or hypotheses.

   
42

Analyze data to make inferences or draw conclusions.

   
43

Work on a problem that takes at least 45 minutes to solve.

   
44

Complete or conduct proofs or demonstrations of their mathematical reasoning.

   



AMOUNT OF INSTRUCTIONAL TIME (in pairs or small groups)

   0 - None
   1 - Little (10% or less of instructional time in pairs or small groups)
   2 - Some (11-25% of instructional time in pairs or small groups)
   3 - Moderate (26-50% of instructional time in pairs or small groups)
   4 - Considerable (more than 50% of instructional time in pairs or small groups)

               
When students in the target class work in pairs or small groups on math exercises, problems, investigations, or tasks, how much time do they:  
45 Solve word problems from a textbook or worksheet.  
46 Solve non-routine mathematical problems (for example, problems that require novel or non-formulaic thinking).  
47 Talk about their reasoning or thinking in solving a problem.  
48 Apply mathematical concepts to "real-world" problems.  
49 Make estimates, predictions or hypotheses.  
50 Analyze data to make inferences or draw conclusions.  
51 Work on a problem that takes at least 45 minutes to solve.  
52

Complete or conduct proofs or demonstrations of their mathematical reasoning.

 

AMOUNT OF INSTRUCTIONAL TIME (using hands-on materials)

   0 - None
   1 - Little (10% or less of instructional time using hands-on materials)
   2 - Some (11-25% of instructional time using hands-on materials)
   3 - Moderate (26-50% of instructional time using hands-on materials)
   4 - Considerable (more than 50% of instructional time using hands-on materials)

               
When students in the target class use hands-on materials, how much time do they:  
53 Work with manipulatives (for example, counting blocks, geometric shapes, or algebraic tiles) to understand concepts.  
54 Measure objects using tools such as rulers, scales, or protractors.  
55

Build models or charts.

 
56 Collect data by counting, observing, or conducting surveys.  
57

Present information to others using manipulatives (for example, chalkboard, whiteboard, posterboard, projector).

 



AMOUNT OF INSTRUCTIONAL TIME (using calculators, computers or other ed. tech.)

   0 - None
   1 - Little (10% or less of instructional time using calculators, computers or other ed. tech.)
   2 - Some (11-25% of instructional time using calculators, computers or other ed. tech.)
   3 - Moderate (26-50% of instructional time using calculators, computers or other ed. tech.)
   4 - Considerable (more than 50% of instructional time using calculators, computers or other ed. tech.)

               
When students in the target class are engaged in activities that involve the use of calculators, computers, or other educational technology as part of mathematics instruction, how much time do they:  
58 Learn facts.  
59 Practice procedures.  
60 Use sensors and probes.  
60 Retrieve or exchange data or information (for example, using the Internet or partnering with another class).  
61 Display and analyze data.  
62

Develop geometric concepts (for example, using simulations).

 


ASSESSMENTS

For items 63-70, indicate how often you use each of the following when assessing students in the target mathematics class.

    Never 1 - 4 times
per year
1 - 3 times
per month
1 - 3 times
per week
4 - 5 times
per week
63 Objective items (for example, multiple choice, true/false).
64 Short answer questions such as performing a mathematical procedure.
65 Extended response item for which student must explain or justify solution.
66 Performance tasks or events (for example, hands-on activities).
67 Individual or group demonstration, presentation.
68 Mathematics projects.
69 Portfolios.
70 Systematic observation of students.


INSTRUCTIONAL INFLUENCES

For items 71-80, indicate the degree to which each of the following influences what you teach in the target mathematics class.

    Not
Applicable
Strong
Negative
Influence
Somewhat
Negative
Influence
Little or No
Influence
Somewhat
Positive
Influence
Strong
Positive
Influence
71 Your state's curriculum framework or content standards.
72 Your district's curriculum framework or guidelines.
73 Textbook / instructional materials.
74 State tests or results.
75 District tests or results.
76 National mathematics education standards.
77 Your experience in pre-service preparation.
78 Students' special needs.
79 Parents/community.
80 Preparation of students for the next grade or level.


CLASSROOM INSTRUCTIONAL PREPARTION

For items 81-90, please indicate how well prepared you are to: Not Well
Prepared
Somewhat
Prepared
Well
Prepared
Very Well
Prepared
81 Teach mathematics at your assigned level.
82 Integrate mathematics with other subjects.
83 Provide mathematics instruction that meets mathematics content standards (district, state, or national).
84 Use a variety of assessment strategies (including objective and open-ended formats).
85 Teach problem solving strategies.
86 Teach mathematics with manipulatives, such as counting blocks or geometric shapes.
87

Teach students with physical disabilities.

88 Teach classes with students with diverse abilities.
89 Teach mathematics to students from a variety of cultural backgrounds.
90 Teach mathematics to students who have Limited English Proficiency.


TEACHER OPINIONS

Please indicate your opinion about each of the statements below: Strongly
Disagree
Disagree Neutral /
Undecided
Agree Strongly
Agree
91

Students learn mathematics best when they ask a lot of questions.

92 It is important for students to learn basic mathematics skills before solving problems.
93 I am supported by colleagues to try out new ideas in teaching mathematics.
94 I am required to follow rules at this school that conflict with my best professional judgment about teaching and learning mathematics.
95 Mathematics teachers in this school regularly observe each other teaching classes.
96 Mathematics teachers in this school trust each other.
97 It's OK in this school to discuss feelings, worries, and frustrations with other mathematics teachers.
98 Mathematics teachers respect other teachers who take the lead in school improvement efforts.
99 It's OK in this school to discuss feelings, worries, and frustrations with the principal.
100 The principal takes personal interest in the professional development of the teachers.


PROFESSIONAL DEVELOPMENT ACTIVITIES IN MATHEMATICS EDUCATION

In answering the following items, consider all the professional development activities related to mathematics content or mathematics education that you have participated in between June 1, 2002 and Mya 31, 2003. Professional development refers to a variety of activities intended to enhance your professional knowledge and skills, including in-service training, teacher networks, course work, institutes, committee work, and mentoring. In-service training is professional development offered by your school or district to enhance your professional responsibilities and knowledge. Workshops are short term learning opportunities that can be located in your school or elsewhere. Institutes are longer term professional learning opportunities, for example, of a week or longer in duration.

         
   
How Often?
 
How many hours?
101 Between June 1, 2002 and May 31, 2003, how often, and for how many total hours, have you participated in workshops or in-service training related to mathematics or math education?
102 Between June 1, 2002 and May 31, 2003, how often, and for how many total hours, have you participated in summer institutes related to mathematics or math education?
103 Between June 1, 2002 and May 31, 2003, how often have you attended college courses related to mathematics or math education and about how many hours did you spend in class?

Between June 1, 2002 and May 31, 2003, how frequently have you engaged in each of the following activities related specifically to the teaching and learning of mathematics?

    Never Once or
twice a
year
Once or
twice a
term
Once or
twice a
month
Once or
twice a
week
Almost
daily
104 Attended conferences related to mathematics or math education.
105 Participated in a teacher study group.
106 Participated in a teacher network or collaborative of teachers supporting professional development.
107 Acted as a coach or mentor to other teachers or staff in your school.
108 Received coaching or mentoring.
109 Participated in a committee or task force focused on curriculum and instruction.
110 Engaged in informal self-directed learning (for example, discussion with colleague about math or math education topics, read a journal article on math or math education, used the Internet to enrich knowledge and skills).



Thinking again about all of your professional development activities in mathematics or mathematics education between June 1, 2002 and May 31, 2003, how often have you:

  Never Rarely Some
times
Often
111 Observed demonstrations of teaching techniques.
112 Led group discussions.
113 Developed curricula or lesson plans, which other participants or the activity leader reviewed.
114 Reviewed student work or scored assessments.
115 Developed assessments or tasks as part of a formal professional development activity.
116 Practiced what you learned and received feedback as part of a formal professional development activity.
117 Received coaching or mentoring in the classroom.
118 Given a lecture or presentation to colleagues.


Thinking about all of your professional development activities between June 1, 2002 and May 31, 2003, indicate how often they have been:

  N/A Never Rarely Some
times
Often
119 Designed to support the school-wide improvement plan adopted by your school.
120 Consistent with your mathematics department or grade level plan to improve teaching.
121 Consistent with your own goals for your professional development.
122 Based explicitly on what you had learned in earlier professional development activities.
123 Followed up with related activities that built upon what you learned as part of the activity.


Between June 1, 2002 and May 31, 2003, have you participated in professional development activities in mathematics or mathematics education in the following ways?
      No Yes  
124 I participated in professional development activities with most or all of the teachers from my school.    
125 I participated in professional development activities with most or all of the teachers from my department or grade level.    
126 I participated in professional development activities not attended by other staff members from my school.    
127 I discussed what I learned with other teachers in my school or department who did not attend the activity.    
           
How much emphasis did your professional development activities in math or math education place on the following topics?
    None Slight Moderate Great
128 State mathematics content standards (for example, what they are and how they are used).
129 Alignment of mathematics instruction to curriculum.
130 Instructional approaches (for example, use of manipulatives).
131 In-depth study of mathematics or specific concepts within mathematics (for example, fractions).
132 Study of how children learn particular topics in mathematics.
133 Individual differences in student learning.
134 Meeting the learning needs of special populations of students (for example, second language learners; students with disabilities).
135 Classroom mathematics assessment (for example, diagnostic approaches, textbook-developed tests, teacher-developed tests).
136 State or district mathematics assessment (for example, preparing for assessments, understanding assessments, or interpreting assessments).
137 Interpretation of assessment data for use in mathematics instruction.
138 Technology to support student learning in mathematics.
           
           

TEACHER CHARACTERISTICS

      Female Male  
139 Please indicate your gender.    
           
140 Please indicate your ethnicity/race.    American Indian or Alaska Native
   Asian
   Black or African American
   Hispanic or Latino
   Native Hawaiian or Other Pacific Islander
     White
                 
    Less than
1 year
1 - 2
years
3 - 5
years
6 - 8
years
9 - 11
years
12 - 15
years
More
than 15
years
141 How many years have you taught mathematics prior to this year?
142 How long have you been assigned to teach at your current school?
                 
    Does not
apply
BA or
BS
MA or
MS
Multiple
MA or
MS
Ph.D. or
Ed.D.
Other  
143 What is the highest degree you hold?  
       
144 What was your major field of study for the bachelors degree? Elementary Education
Middle School Education
Mathematics Education
Mathematics
Mathematics Education and Mathematics
Other Disciplines (includes other Education fields, Science, History, English, Foreign Languages, etc.)
       
145 If applicable, what was your major field of study for the highest degree you hold beyond a bachelors degree? Elementary Education
Middle School Education
Mathematics Education
Mathematics
Mathematics Education and Mathematics
Other Disciplines (includes other Education fields, Science, History, English, Foreign Languages, etc.)
       
146 What type(s) of state certification do you currently have? Emergency or Temporary Certification
Elementary Grades Certification
Middle Grades Certification
Secondary certification in a field other than mathematics
Secondary Mathematics Certification


FORMAL COURSE PREPARATION

Please indicate the number of quarter or semester courses that you have taken at the undergraduate or graduate level in each of the following areas:

    (Number of courses)
    0 1-2 3-4 5-6 7-8 9-10 11-12 13-14 15-16 17+
147

Refresher mathematics courses (e.g., algebra, geometry)

148

Advanced mathematics courses (e.g., calculus, statistics)

149

Mathematics Education



This is the end of the survey. Thank you for your participation.





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