| Abstract: | Understanding how mathematics is taught in the classroom is an important first step in
connecting mathematics instruction to student learning. This study sheds light on mathematics
teaching in kindergarten and first grade—the grades at which initial understandings, as well as
obstacles to later progress, begin to emerge. Using the Early Childhood Longitudinal Study
Kindergarten Class of 1998-99 (ECLS-K) survey, we consider (i) how much time teachers spend
on mathematics on days when they teach this subject, (ii) the content of mathematics instruction,
and (iii) the pedagogical techniques used. We find that time spent on mathematics instruction,
content coverage, and pedagogical techniques varies between teachers as a function of school
location and type, classroom composition, and a range of teacher attributes that includes
demographics, preparation, level of effort, and professional development activities. |