{"id":3824,"date":"2024-12-04T16:38:38","date_gmt":"2024-12-04T16:38:38","guid":{"rendered":"https:\/\/nssmedev.horizon-research.com\/?page_id=3824"},"modified":"2024-12-04T16:44:56","modified_gmt":"2024-12-04T16:44:56","slug":"2012-nssme-status-of-middle-school-mathematics","status":"publish","type":"page","link":"https:\/\/www.horizon-research.com\/NSSME\/2012-nssme-reports-articles\/2012-nssme-status-of-middle-school-mathematics","title":{"rendered":"2012 NSSME: Status of Middle School Mathematics"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"3824\" class=\"elementor elementor-3824\">\n\t\t\t\t<div class=\"has_eae_slider elementor-element elementor-element-6c66285d e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"71867\" data-id=\"6c66285d\" 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-6919faeb e-con-full e-flex e-con e-child\" data-eae-slider=\"83290\" data-id=\"6919faeb\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-7b9dc1d0 e-con-full e-flex e-con e-child\" data-eae-slider=\"89757\" data-id=\"7b9dc1d0\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3ed3ee09 elementor-widget elementor-widget-image\" data-id=\"3ed3ee09\" 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\/2013\/09\/2012-NSSME-Status-of-Middle-School-Math-1.pdf\" target=\"_blank\">\n\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"651\" height=\"844\" src=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-11-092224.png\" class=\"attachment-large size-large wp-image-2953\" alt=\"\" srcset=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-11-092224.png 651w, https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-11-092224-231x300.png 231w\" 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-72d3e9f5 e-con-full e-flex e-con e-child\" data-eae-slider=\"74004\" data-id=\"72d3e9f5\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-5a0e9495 e-con-full e-flex e-con e-child\" data-eae-slider=\"45788\" data-id=\"5a0e9495\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-50d3a260 elementor-widget elementor-widget-text-editor\" data-id=\"50d3a260\" 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 middle school mathematics instruction based on the responses of 1,084 mathematics teachers.<\/p><p>This status report of middle school mathematics teaching is organized into major topical areas:<\/p><ul><li><p>Characteristics of the teaching force;<\/p><\/li><li><p>Professional development of teachers;<\/p><\/li><li><p>Middle school mathematics classes offered;<\/p><\/li><li><p>Instruction, in terms of time spent, objectives, and class activities;<\/p><\/li><li><p>Resources available for instruction; and<\/p><\/li><li><p>Factors affecting\u00a0 instruction.<\/p><\/li><\/ul><p><strong>Download Report:<br \/><\/strong><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2013\/09\/2012-NSSME-Status-of-Middle-School-Math-1.pdf\" target=\"_blank\" rel=\"noopener\">2012 National Survey of Science and Mathematics Education: Status of middle 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-12336b93 e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"22570\" data-id=\"12336b93\" 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-7c8168b2 elementor-widget elementor-widget-text-editor\" data-id=\"7c8168b2\" 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>Fulkerson, W. O. (2013). <em>2012 National Survey of Science and Mathematics Education: Status of middle school mathematics.<\/em> Chapel Hill, NC: Horizon Research, Inc.<\/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 middle school mathematics instruction based on the responses of 1,084 mathematics teachers. This status report of middle school mathematics teaching is organized into major topical areas: Characteristics of the teaching force; Professional development of teachers; Middle school mathematics classes offered; Instruction, in terms of time spent, objectives, and class [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":0,"parent":2929,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"footnotes":""},"class_list":["post-3824","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 middle school mathematics instruction based on the responses of 1,084 mathematics teachers.This status report of middle school mathematics teaching is organized into major topical areas:Characteristics of the teaching force;Professional development of teachers;Middle school mathematics classes offered;Instruction, in terms of time spent, objectives, and class activities;Resources available for instruction; 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