What California Math Teachers Are Saying About Instruction and Professional Learning Today
With California in the process of revising its K–12 math framework and with educators and students grappling with lost instructional time during the COVID-19 pandemic, now is an opportune moment to examine ways to better understand and support effective math instruction. It is vital that the California education leaders responsible for supporting math teachers understand teachers’ current perceptions of their materials, instruction, and professional learning so they can tailor effective support for them.
This brief summarizes California-specific findings from a nationwide survey on math teachers’ perceptions of their materials, instruction, and professional learning. These insights into teachers’ perspectives, along with a curated collection of resources and sources of support, can be used to inform timely improvements to math education in California.
This brief is part of a continuing series for California education leaders on key policy issues related to teachers and teaching.
Other Briefs in the Series:
Product InformationCopyright: 2022
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