A Comparison of Novice and Veteran Mathematics Teachers - Data From the 2018 NSSME+

Oct 15, 2026

Uploaded by Damian

A Comparison of Novice and Veteran Mathematics Teachers uses data from the 2018 NSSME+ to analyze differences between early-career and experienced K-12 mathematics teachers. The study examines school contexts, including characteristics and mathematics standards influence, alongside teacher characteristics such as sex, age, race/ethnicity, and teaching experience. It further reviews teacher preparation pathways, certification and professional development, beliefs and perceived preparedness, and classroom instructional practices, including objectives, activities, homework, and instructional resources.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages68

Reading Time2 h 51 min

AccessFree to download

Introduction

School Contexts

School Characteristics

School Spending Per Pupil

Influence of State Mathematics Standards in Schools

Teacher Characteristics

Teacher Preparation

Instruction

Summary

A Comparison of Novice and Veteran Mathematics Teachers: Data From the 2018 NSSME+ NOVEMBER 2 0 2 0 Laura M. Craven Peggy J. Trygstad Disclaimer A Comparison of Novice and Veteran Mathematics Teachers: Data From the 2018 NSSME+ 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 Craven, L. M. & Trygstad, P. J. (2020) . A Comparison of Novice and Veteran Mathematics Teachers: Data from the 2108 NSSME+. Horizon Research, Inc. Additional Information More details and products from the 2018 NSSME+, as well as previous iterations of the study, can be found at: [http://horizon-research.com/NSSME/](http://horizon-research.com/NSSME/) Page List of Tables ..................................................................................................................................v Introduction....................................................................................................................................1 School Contexts ..............................................................................................................................3 Teacher Characteristics...............................................................................................................13 Teacher Preparation ....................................................................................................................17 Content Background ......................................................................................................... 17 Certification ...................................................................................................................... 19 Professional Development Experiences............................................................................ 20 Teacher Beliefs and Perceptions of Preparedness ....................................................................29 Teacher Beliefs ................................................................................................................. 29 Teacher Perceptions of Content Preparedness .................................................................. 31 Teacher Perceptions of Pedagogical Preparedness ............................................................35 Instruction ....................................................................................................................................39 Teacher Perceptions of Their Decision-Making Autonomy..............................................40 Instructional Objectives .....................................................................................................42 Class Activities ..................................................................................................................44 Homework Practices ..........................................................................................................52 Instructional Resources ......................................................................................................55 Summary...................................................................................................................................... 59 Page School Contexts 1. School Characteristics ......................................................................................................................... 3 2. School Spending Per Pupil .................................................................................................................. 4 3. Influence of State Mathematics Standards in Schools ........................................................................ 5 4. Mean Scores for School Focus on State Mathematics Standards Composite ...................................

FAQs

What dataset does the report use to compare novice and veteran mathematics teachers?

The report uses data from the 2018 NSSME+.

Which aspects of school contexts are analyzed?

It analyzes school characteristics, spending per pupil, and how state mathematics standards influence schools, including related factors affecting mathematics instruction.

How does the report connect teacher beliefs to instructional practices?

It reviews teachers’ beliefs and perceived preparedness, then links these to instruction through decision-making autonomy, instructional objectives, class activities, homework practices, and instructional resources.

Oct 15, 2026

Uploaded by Damian