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It further reviews instructional resources and facilities, and evaluates factors affecting instruction such as school programs and the influence of state standards.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/2018-nssme-trends-in-us-mathematics-education-from-2012-to-2018-research-report/584596/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/2018-nssme-trends-in-us-mathematics-education-from-2012-to-2018-research-report/584596.png","ImageObject",300,407,{"name":42,"@type":43},"Damian","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What period of trends does the 2018 NSSME+ study cover?","Question",{"text":62,"@type":63},"The report focuses on trends in U.S. mathematics education from 2012 to 2018.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which topics does the report include about teachers?",{"text":67,"@type":63},"It covers teacher background and beliefs, including teacher characteristics, preparation, pedagogical beliefs, and perceptions of preparedness.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the report address classroom instruction and learning materials?",{"text":71,"@type":63},"It analyzes instructional decision making, objectives, class activities, homework and assessment practices, and also reviews instructional resources such as textbooks and facilities.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},584596,1792211854,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","RESEARCH  \n,  \n2018 NSSME+: Trends in  \nU.S. Mathematics Education From 2012 to 2018  \nNOVEMBER 2 0 2 0  \nKristen A. Malzahn  \nDisclaimer  \n2018 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.  \nSuggested Citation  \nMalzahn, K. A. (2020) . 2018 NSSME+: Trends in U.S. mathematics education from 2012 to 2018. Chapel Hill, NC: Horizon Research, Inc.  \nAdditional Information  \nMore 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/)  \nPage  \nList of Tables ..................................................................................................................................v  \nList of Figures............................................................................................................................... xi  \nChapter One: Introduction ...........................................................................................................1  \nChapter Two: Teacher Background and Beliefs.........................................................................3  \nOverview ..................................................................................................................................... 3  \nTeacher Characteristics ............................................................................................................... 3  \nTeacher Preparation .................................................................................................................... 7  \nTeacher Pedagogical Beliefs ..................................................................................................... 13  \nTeachers’ Perceptions of Preparedness ..................................................................................... 15  \nSummary ................................................................................................................................... 20  \nChapter Three: Mathematics Professional Development ........................................................21  \nOverview ................................................................................................................................... 21  \nTeacher Professional Development .......................................................................................... 21  \nProfessional Development Offerings at the School Level ........................................................ 26  \nSummary ................................................................................................................................... 34  \nChapter Four: Mathematics Courses.........................................................................................35  \nOverview ................................................................................................................................... 35  \nTime Spent in Elementary Mathematics Instruction ................................................................ 35  \nMathematics Course Offerings ................................................................................................. 36  \nOther Characteristics of Mathematics Classes .......................................................................... 41  \nSummary ................................................................................................................................... 44  \nChapter Five: Instructional Decision Making, Objectives, and Activities .............................47  \nOverview ................................................................................................................................... 47  \nTeachers’ Perceptions of Their Decision-Making ","cbCaipRcowwJXbjx","https://ap.wps.com/l/cbCaipRcowwJXbjx","pdf",1668283,95,"English","# Chapter One: Introduction\n# Chapter Two: Teacher Background and Beliefs\n## Overview\n# Chapter Three: Mathematics Professional Development\n## Overview\n# Chapter Four: Mathematics Courses\n## Overview\n# Chapter Five: Instructional Decision Making, Objectives, and Activities\n## Overview\n# Chapter Six: Instructional Resources\n## Overview\n# Chapter Seven: Factors Affecting Instruction\n## Overview","[{\"question\":\"What period of trends does the 2018 NSSME+ study cover?\",\"answer\":\"The report focuses on trends in U.S. mathematics education from 2012 to 2018.\"},{\"question\":\"Which topics does the report include about teachers?\",\"answer\":\"It covers teacher background and beliefs, including teacher characteristics, preparation, pedagogical beliefs, and perceptions of preparedness.\"},{\"question\":\"How does the report address classroom instruction and learning materials?\",\"answer\":\"It analyzes instructional decision making, objectives, class activities, homework and assessment practices, and also reviews instructional resources such as textbooks and facilities.\"}]","2018 NSSME+ - Trends in U.S. Mathematics Education From 2012 to 2018 - Research Report | PDF",1792051547,239]