Journal article
Factors underlying middle school mathematics teachers' perceptions about the CCSSM and the instructional environment
Middle grades research journal, Vol.9(3), p.11
12/22/2014
Abstract
Science, technology, engineering, and mathematics (STEM) preparation has recently become a priority in the United States. The National Research Council has stressed the importance of coherent standards and curriculum, teachers, and a supportive system of assessment and accountability in promoting STEM education. This study examines the relationship among these three components with regard to the Common Core State Standards for Mathematics (CCSSM). Specifically, this study identifies the factors underlying middle school mathematics teachers' perceptions of the CCSSM and their instructional environments. These factors were identified through an exploratory factor analysis on 2 national surveys involving 769 middle school mathematics teachers. Five factors accounted for 65.9% of the variability in the first survey: extent to which digital/electronic curriculum resources are used; degree to which professional development is supported; level of required CCSSM mathematical processes and perceived rigor; extent to which digital/electronic curriculum resources are read; and frequency of teachers' collaborative instructional planning. Seven factors accounted for 73.4% of the variability in the second survey: extent to which digital/electronic curriculum resources are used; extent to which CCSSM requires mathematical processes; extent to which state assessment and teacher evaluation influence classroom practices; extent of district professional development support and CCSSM familiarity; extent of teacher familiarity with and preparation for the CCSSM; level of perceived rigor within the CCSSM; and extent of alignment among state assessments, CCSSM, and classroom assessments. The implications of these findings for STEM education, professional development, and future research are discussed.
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Details
- Title
- Factors underlying middle school mathematics teachers' perceptions about the CCSSM and the instructional environment
- Creators
- Jon D DavisCorey DrakeJeffrey ChoppinAmy Roth McDuffie
- Publication Details
- Middle grades research journal, Vol.9(3), p.11
- Academic Unit
- Education, College of
- Publisher
- Information Age Publishing, Inc
- Identifiers
- 99900594658401842
- Language
- English
- Resource Type
- Journal article