Abstract

The purpose of this .articleis to describe similarities and differences in the teaching of elementary mathematics in a sample of elementary schools in districts of varying size in the state of Washington. A total of 999 teachers from 135elementary schools responded to a questionnaire (an 85010 return rate). The findings suggest that instruction in elementary schools of varying size districts is more similar than different. In general the differences related to: I) how Student Leaning Objectives and math instructional materials were selected and the extent of teacher involvement in the selection process; 2) how teachers measured student progress; 3) student achievement; 4) the number of years teachers had taught elementary math; and 5) whether teachers r had attended a math inservice program or workshop within the last five years.

How to Cite:

Wilson, S. M., (1985) “Differences in Elementary Math Instruction and Achievement Among Districts of Varying Size in the State of Washington”, Journal of Research in Rural Education 3(2), 51–55.

Rights: Copyright