A r c h i v e d  I n f o r m a t i o n

Systemic Reform - October 1996

Tables for Chapter 5: Teachers' Practice and Opportunities to Learn

Table 1
Percent Time on Topic Area in Mathematics: California

Topic Area

Middle

Elementary

Numeration and number relations

9%

8%

Whole number computation and estimation

7%

12%

Whole number arithmetic facts

4%

5%

Fractions, decimals, ratio, and proportion

21%

15%

Measurement

9%

11%

Statistics and probability

7%

6%

Geometry

8%

11%

Algebra

17%

3%

Problem solving and reasoning

12%

18%

Communicating about mathematics

5%

13%

Table 2
Percent Time on Topic Area in Mathematics: Michigan

Topic Area

Middle

Elementary

Numeration and number relations

8%

11%

Whole number computation and estimation

8%

14%

Whole number arithmetic facts

3%

11%

Fractions, decimals, ratio, and proportion

17%

8%

Measurement

9%

10%

Statistics and probability

7%

4%

Geometry

9%

10%

Algebra

17%

4%

Problem solving and reasoning

14%

19%

Communicating about mathematics

8%

10%

Table 3
Percent Time on Topic Area in Mathematics: Vermont

Topic Area

Middle

Elementary

Numeration and number relations

6%

11%

Whole number computation and estimation

7%

19%

Whole number arithmetic facts

7%

8%

Fractions, decimals, ratio, and proportion

14%

8%

Measurement

6%

7%

Statistics and probability

8%

5%

Geometry

11%

7%

Algebra

14%

2%

Problem solving and reasoning

16%

25%

Communicating about mathematics

11%

9%

Table 3.1
Percent of Elementary Teachers Reporting an Increase in Overall Amount of Time Devoted to Mathematics Instruction over the Past Three Years

Vermont

Michigan

California

It has increased

70%

30%

37.5%

Table 4
Mathematics Objectives: Middle School

"In your mathematics instruction, how much do you emphasize
each of the following student objectives?"

(0 = "none"; 3 = "heavy emphasis")

*Caution: Middle School teacher data from the Systemic Reform Survey (SRS) are based on mainly eighth grade teachers.
Data from the other surveys include other grade levels.

NSFMQ: Based on teachers from fifth to eighth grade.
NELS: Based on teachers in only tenth grade.
RUC: Based on teachers in ninth grade to twelfth grade.

Surveys

SRS

SRS

SRS

NSFMQ

NELS

RUC

States

VT

MI

CA

National

National

6 states

Increase interest in mathematics

2.25

2.33

2.20

2.24

2.15

2.26

Learn mathematical concepts

2.75

3.00

2.80

2.54

2.59

\

Learn mathematical algorithms

1.75

1.67

2.40

1.86

2.35

\

Learn how to solve problems

3.00

3.00

2.40

2.63

2.56

2.43

Learn to perform computations with speed and accuracy

1.50

1.67

2.00

2.03

1.93

\

Increase awareness of the importance of mathematics in daily life

3.00

2.50

2.20

2.48

2.24

2.07

Prepare for further study in mathematics

2.50

2.50

2.80

2.33

\

\

Learn about applications of mathematics in science

2.00

1.33

1.80

1.67

1.86

1.31

Learn about the applications of mathematics in business and industry

2.00

1.33

1.40

1.78

1.70

1.47

Learn to explain ideas in mathematics effectively

2.75

2.50

1.60

1.95

\

\

Table 5
Mathematics Objectives: Elementary School

"In your mathematics instruction, how much do you emphasize each of the
following student objectives?"

(0= "none"; 3 = "heavy emphasis")

CAUTION: Elementary School teacher data from Systemic Reform Survey (SRS) are based on mainly fourth grade teachers.
Data from the other surveys include other grade levels.

NSFMQ: Based on teachers from first to fourth grade.

Surveys

SRS

SRS

SRS

NSFMQ

States

VT

MI

CA

National

Increase interest in mathematics

2.30

2.90

2.63

2.36

Learn mathematical concepts

2.50

3.00

2.88

2.66

Learn mathematical algorithms

2.20

1.90

1.63

1.75

Learn how to solve problems

2.70

2.50

2.75

2.65

Learn to perform computations with speed and accuracy

2.00

1.60

1.50

2.17

Increase awareness of the importance of mathematics in daily life

2.50

2.10

2.63

2.47

Prepare for further study in mathematics

1.90

1.90

2.25

2.20

Learn about applications of mathematics in science

1.60

2.10

2.13

1.66

Learn about the applications of mathematics in business and industry

1.20

0.90

1.88

1.33

Learn to explain ideas in mathematics effectively

2.60

2.50

2.88

1.86

Table 5.1
Percent of Teachers Who Reported No Time was Spent on COMPUTERS as Part of Mathematics Instruction

Vermont

Michigan

California

Vermont

Michigan

California

Elementary

Elementary

Elementary

Middle

Middle

Middle

Students do not spend time working with computers

40%

60%

37.5%

75%

100%

60%

Percent of Teachers Who Reported No Time was Spent on CALCULATORS as Part of Mathematics Instruction

Vermont

Michigan

California

Vermont

Michigan

California

Elementary

Elementary

Elementary

Middle

Middle

Middle

Students do not spend time working with calculators

0%

0%

12.5%

25%

0%

0%