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

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

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.

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.

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.

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.

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).

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.