Do first grade teachers engage in effective mathematics teaching practices?

PWP-CCPR-2010-057

Abstract

Understanding the link between instructional practices and mathematics achievement is of vital importance as the nation strives to improve the mathematics skills of its students. Although several existing studies have identified teaching practices that are effective in raising mathematics achievement, little is known about the extent to which these practices are used in the classroom. This study sheds light on the implementation of effective practices by investigating factors associated with their differential use and the degree to which they match what teachers actually do in the classroom. Using the Early Childhood Longitudinal Study of the Kindergarten Class of 1998-1999 (ECLS-K), we find that first grade teachers’ efforts are generally channeled into practices that promote student learning. Our results show the existence of teacher profiles that emphasize traditional practices while others emphasize reform-based strategies. We find that time spent on mathematics instruction, emphasis on traditional teaching, and emphasis on reform practice varies between teachers as a function of school location and type, and a range of teacher attributes that includes demographics, preparation, level of effort, and professional development activities.