{"id":3439,"date":"2024-12-02T20:09:53","date_gmt":"2024-12-02T20:09:53","guid":{"rendered":"https:\/\/nssmedev.horizon-research.com\/?page_id=3439"},"modified":"2024-12-09T22:52:12","modified_gmt":"2024-12-09T22:52:12","slug":"2018-nssme-status-of-highschool-mathematics","status":"publish","type":"page","link":"https:\/\/www.horizon-research.com\/NSSME\/2018-nssme-reports-articles\/2018-nssme-status-of-highschool-mathematics","title":{"rendered":"2018 NSSME+: Status of High School Mathematics"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"3439\" class=\"elementor elementor-3439\">\n\t\t\t\t<div class=\"has_eae_slider elementor-element elementor-element-733f2d11 e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"68913\" data-id=\"733f2d11\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-7c967187 e-con-full e-flex e-con e-child\" data-eae-slider=\"15269\" data-id=\"7c967187\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-cd4e06e e-con-full e-flex e-con e-child\" data-eae-slider=\"15975\" data-id=\"cd4e06e\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-47f0b79b elementor-widget elementor-widget-image\" data-id=\"47f0b79b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2019\/05\/2018-NSSME-Status-of-High-School-Math.pdf\" target=\"_blank\">\n\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"651\" height=\"839\" src=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-07-141252.png\" class=\"attachment-large size-large wp-image-2782\" alt=\"\" srcset=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-07-141252.png 651w, https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-07-141252-233x300.png 233w\" sizes=\"(max-width: 651px) 100vw, 651px\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-567d3199 e-con-full e-flex e-con e-child\" data-eae-slider=\"87765\" data-id=\"567d3199\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-1d4d23d5 e-con-full e-flex e-con e-child\" data-eae-slider=\"58858\" data-id=\"1d4d23d5\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-68579698 elementor-widget elementor-widget-text-editor\" data-id=\"68579698\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>This report describes the status of high school mathematics instruction based on the responses of 1,832 high school mathematics teachers.<\/p><p><span style=\"font-family: 'Proza Libre', sans-serif; font-size: 15px; font-style: normal; font-weight: 400; text-align: var(--text-align);\">This status report of high school mathematics teaching is organized into major topical areas:<\/span><\/p><ul><li><p>Characteristics of the teaching force;<\/p><\/li><li><p>Professional development;<\/p><\/li><li><p>Courses offered;<\/p><\/li><li><p>Instruction, in terms of both objectives and class activities;<\/p><\/li><li><p>Resources available for instruction; and<\/p><\/li><li><p>Factors affecting instruction.<\/p><\/li><\/ul><p><strong>Download Report:\u00a0<br \/><\/strong><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2019\/05\/2018-NSSME-Status-of-High-School-Math.pdf\">2018 NSSME+: Status of High School Mathematics (PDF)<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-5d685204 e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"98528\" data-id=\"5d685204\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-ba787ef elementor-widget elementor-widget-text-editor\" data-id=\"ba787ef\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><strong>Suggested Citation:<br \/><\/strong>Malzahn, K. A. (2019).\u00a0<i>2018 NSSME+: Status of high school mathematics.<\/i>\u00a0Chapel Hill, NC: Horizon Research, Inc<strong>.<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>This report describes the status of high school mathematics instruction based on the responses of 1,832 high school mathematics teachers. This status report of high school mathematics teaching is organized into major topical areas: Characteristics of the teaching force; Professional development; Courses offered; Instruction, in terms of both objectives and class activities; Resources available for [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":0,"parent":2740,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"footnotes":""},"class_list":["post-3439","page","type-page","status-publish","hentry","post"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO 5.0.0.1 - aioseo.com -->\n\t<meta name=\"description\" content=\"This report describes the status of high school mathematics instruction based on the responses of 1,832 high school mathematics teachers.This status report of high school mathematics teaching is organized into major topical areas:Characteristics of the teaching force;Professional development;Courses offered;Instruction, in terms of both objectives and class activities;Resources available for instruction; 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