Here’s how I like to explain it… I had this crazy idea to send out an enormous survey and somehow there were over 100 crazy math teachers in Oklahoma who actually filled it out!
Like Jeff Lay, Anthony Purcell, and so many others, I fell in love with NCTM’s Principles to Actions (link) almost immediately. It swept me off my feet, challenging me to reflect on my time in the classroom in a way I really hadn’t been
forced allowed to do. Around the same time I read Principles to Actions, I was introduced to NCSM’s It’s TIME: Themes and Imperatives for Mathematics Education (link). It hit me the same way, inspiring me to think about the collective work of math educators in Oklahoma and how essential it is that we leverage our excellent teachers, nurture our new and emerging teachers; and expand our capacity for excellent math education throughout the state.
Even though Principles to Actions is a necessary read for every math teacher and both are essential reads for math leaders, I was most profoundly influenced in the simplicity by which such powerful visions for mathematics education were communicated in the Teacher and Student Actions; and the Leader Responsibilities.
Aside: To this point, I’ve only introduced Practice 1 and the associated Teacher and Student Actions here, but they are worth reading.
After being so excited about these books for nearly the entire year, I was struck with a great sense of curiosity… I wonder if these actions and responsibilities impact others in the same way. Do teachers agree with these? Do teachers experience them in the real classroom.
So, like a
good novice researcher might, I skipped all the appropriate protocol and went straight to the world with my question: How often do these actions take place in your classroom?
I promised I’d release the data once the survey was complete, and I am here to uphold my end of the bargain. So, I present to you, the very large and slightly unruly data provided by some 193 respondents.
You’ll notice that I have not edited the free-response data in any way…. this is evident by responses such as:
You’re a mean one, Mr. Grinch!
I saw you at vision 20/20 and I disagree with your thought to let students struggle. I think you should show examples first, then teach lesson, next peers teach each other then have them think on their own.
Also, I’ve made some additions to the Excel file to help folks out who want to look, but don’t exactly know what they’re looking. Here’s a glimpse of the second tab:
Finally, I’m hopeful someone out there would be willing to do some basic analysis on the data.
- What do you notice?
- What do you wonder?
- What trends do you see?
- Have you fallen in love with either of these books?
- Other reading recommendations?
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