Predictors of Common Core Mathematics Instruction

• In Event: Teachers’ Instructional Practices and Students’ Mathematics Learning

Abstract

Beginning in 2010, the Consortium for Policy Research in Education developed the Teacher Assessment of Student Knowledge (TASK), a measure of teachers’ learning trajectory oriented formative assessment in mathematics. The instrument was piloted and then administered to about 1,300 teachers in five urban school districts in five states. In this study, we examine predictors of teachers TASK performance. We found that TASK performance was related to teaching practices and reform oriented teaching. Teachers’ beliefs about mathematics were not related to TASK performance. Professional development opportunities were related to TASK performance for elementary school teachers. These analyses contribute to both our understanding how to measure Common Core mathematics practice and the beliefs and practices associated with them.

Authors

• Jonathan A. Supovitz, University of Pennsylvania

• Lisa Merrill, Research Alliance for New York City Schools