We're Number One! Examining High School Mathematics Teachers' Prioritizations of Algebra Standards

• In Event: Poster Session 11
  In Poster Session: Assessment and Teacher Knowledge in Math

Abstract

Much research supports the fact that mathematics teachers vary considerably in how they use curricula. Thirty-one high school mathematics teachers reported the state Algebra standards they considered most and least important and how much time they typically spend teaching each. Correlations between teachers’ rankings of the standards and the frequency with which the state test assesses each (r=0.68), as well as with reported teaching time (r=0.88), were high and positive. However, there were large discrepancies between reported teaching time for the highest-ranked standards. The implications of these results are discussed within the context of the district from which the data was collected and for public, school districts more generally.

Author

• Megan Westwood Taylor, Sonoma State University