2018 NSSME+ - Trends in U.S. Mathematics Education From 2012 to 2018 - Research Report

Oct 15, 2026

Uploaded by Damian

2018 NSSME+ synthesizes trends in U.S. mathematics education covering changes from 2012 through 2018. The report compiles evidence on teacher background and beliefs, including preparation, pedagogical views, and perceptions of preparedness. It examines professional development and the structure of mathematics courses, then analyzes instructional decision-making, objectives, activities, homework, and assessment practices. It further reviews instructional resources and facilities, and evaluates factors affecting instruction such as school programs and the influence of state standards.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages95

Reading Time3 h 59 min

AccessFree to download

Chapter One: Introduction

Chapter Two: Teacher Background and Beliefs

Overview

Chapter Three: Mathematics Professional Development

Overview

Chapter Four: Mathematics Courses

Overview

Chapter Five: Instructional Decision Making, Objectives, and Activities

Overview

Chapter Six: Instructional Resources

Overview

Chapter Seven: Factors Affecting Instruction

Overview

RESEARCH , 2018 NSSME+: Trends in U.S. Mathematics Education From 2012 to 2018 NOVEMBER 2 0 2 0 Kristen A. Malzahn Disclaimer 2018 NSSME+: Trends in U.S. Mathematics Education From 2012 to 2018 was prepared with support from the National Science Foundation under grant number DGE-1642413 . Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Suggested Citation Malzahn, K. A. (2020) . 2018 NSSME+: Trends in U.S. mathematics education from 2012 to 2018. Chapel Hill, NC: Horizon Research, Inc. Additional Information More details and products from the 2018 NSSME+, as well as previous iterations ofthe study, can be found at: [http://horizon-research.com/NSSME/](http://horizon-research.com/NSSME/) Page List of Tables ..................................................................................................................................v List of Figures............................................................................................................................... xi Chapter One: Introduction ...........................................................................................................1 Chapter Two: Teacher Background and Beliefs.........................................................................3 Overview ..................................................................................................................................... 3 Teacher Characteristics ............................................................................................................... 3 Teacher Preparation .................................................................................................................... 7 Teacher Pedagogical Beliefs ..................................................................................................... 13 Teachers’ Perceptions of Preparedness ..................................................................................... 15 Summary ................................................................................................................................... 20 Chapter Three: Mathematics Professional Development ........................................................21 Overview ................................................................................................................................... 21 Teacher Professional Development .......................................................................................... 21 Professional Development Offerings at the School Level ........................................................ 26 Summary ................................................................................................................................... 34 Chapter Four: Mathematics Courses.........................................................................................35 Overview ................................................................................................................................... 35 Time Spent in Elementary Mathematics Instruction ................................................................ 35 Mathematics Course Offerings ................................................................................................. 36 Other Characteristics of Mathematics Classes .......................................................................... 41 Summary ................................................................................................................................... 44 Chapter Five: Instructional Decision Making, Objectives, and Activities .............................47 Overview ................................................................................................................................... 47 Teachers’ Perceptions of Their Decision-Making

FAQs

What period of trends does the 2018 NSSME+ study cover?

The report focuses on trends in U.S. mathematics education from 2012 to 2018.

Which topics does the report include about teachers?

It covers teacher background and beliefs, including teacher characteristics, preparation, pedagogical beliefs, and perceptions of preparedness.

How does the report address classroom instruction and learning materials?

It analyzes instructional decision making, objectives, class activities, homework and assessment practices, and also reviews instructional resources such as textbooks and facilities.

Oct 15, 2026

Uploaded by Damian