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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. 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Craven  \nPeggy J. Trygstad  \nDisclaimer  \nA 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.  \nSuggested Citation  \nCraven, L. M. & Trygstad, P. J. (2020) . A Comparison of Novice and Veteran Mathematics Teachers: Data from the 2108 NSSME+. Horizon Research, Inc.  \nAdditional Information  \nMore 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/)  \nPage  \nList of Tables ..................................................................................................................................v  \nIntroduction....................................................................................................................................1  \nSchool Contexts ..............................................................................................................................3  \nTeacher Characteristics...............................................................................................................13  \nTeacher Preparation ....................................................................................................................17  \nContent Background ......................................................................................................... 17  \nCertification ...................................................................................................................... 19  \nProfessional Development Experiences............................................................................ 20  \nTeacher Beliefs and Perceptions of Preparedness ....................................................................29  \nTeacher Beliefs ................................................................................................................. 29  \nTeacher Perceptions of Content Preparedness .................................................................. 31  \nTeacher Perceptions of Pedagogical Preparedness ............................................................35  \nInstruction ....................................................................................................................................39  \nTeacher Perceptions of Their Decision-Making Autonomy..............................................40  \nInstructional Objectives .....................................................................................................42  \nClass Activities ..................................................................................................................44  \nHomework Practices ..........................................................................................................52  \nInstructional Resources ......................................................................................................55  \nSummary...................................................................................................................................... 59  \nPage  \nSchool Contexts  \n1. School Characteristics ......................................................................................................................... 3  \n2. School Spending Per Pupil .................................................................................................................. 4  \n3. Influence of State Mathematics Standards in Schools ........................................................................ 5  \n4. Mean Scores for School Focus on State Mathematics Standards Composite ...................................","cbCaieqer9sNtgp8","https://ap.wps.com/l/cbCaieqer9sNtgp8","pdf",1440042,68,"English","# Introduction\n# School Contexts\n## School Characteristics\n## School Spending Per Pupil\n## Influence of State Mathematics Standards in Schools\n## Teacher Characteristics\n## Teacher Preparation\n## Instruction\n## Summary","[{\"question\":\"What dataset does the report use to compare novice and veteran mathematics teachers?\",\"answer\":\"The report uses data from the 2018 NSSME+.\"},{\"question\":\"Which aspects of school contexts are analyzed?\",\"answer\":\"It analyzes school characteristics, spending per pupil, and how state mathematics standards influence schools, including related factors affecting mathematics instruction.\"},{\"question\":\"How does the report connect teacher beliefs to instructional practices?\",\"answer\":\"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.\"}]","A Comparison of Novice and Veteran Mathematics Teachers - Data From the 2018 NSSME+ | PDF",1792051562,171]