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What California Math Teachers Are Saying about Instruction and Professional Learning Today. Knowledge Brief

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Bibliographic Details
Title: What California Math Teachers Are Saying about Instruction and Professional Learning Today. Knowledge Brief
Language: English
Authors: Makkonen, Reino, Burr, Elizabeth, WestEd
Source: WestEd. 2022.
Availability: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
Peer Reviewed: N
Page Count: 10
Publication Date: 2022
Document Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Mathematics Teachers, Mathematics Instruction, Faculty Development, Elementary Secondary Education, Teacher Attitudes, Mathematics Education, COVID-19, Pandemics, Mathematics Achievement, Mathematics Curriculum
Geographic Terms: California
Abstract: This brief is part of a continuing series for California education leaders on key policy issues related to teachers and teaching. With California in the process of revising its K-12 math framework and with educators and students grappling with lost instructional time during the COVID-19 pandemic, now is an opportune moment to examine ways to better understand and support effective math instruction in the Golden State. Accordingly, this brief summarizes California-specific findings from a nationwide survey on math teachers' perceptions of their materials, instruction, and professional learning. These insights into teachers' perspectives, along with a curated collection of resources and sources of support, can be used to inform timely improvements to math education in California.
Abstractor: As Provided
Entry Date: 2023
Accession Number: ED625783
Database: ERIC
Description
Abstract:This brief is part of a continuing series for California education leaders on key policy issues related to teachers and teaching. With California in the process of revising its K-12 math framework and with educators and students grappling with lost instructional time during the COVID-19 pandemic, now is an opportune moment to examine ways to better understand and support effective math instruction in the Golden State. Accordingly, this brief summarizes California-specific findings from a nationwide survey on math teachers' perceptions of their materials, instruction, and professional learning. These insights into teachers' perspectives, along with a curated collection of resources and sources of support, can be used to inform timely improvements to math education in California.