@inbook{10.7249/j.ctt1d41d6t.12,
ISBN = {9780833094834},
URL = {http://www.jstor.org/stable/10.7249/j.ctt1d41d6t.12},
abstract = {This chapter provides survey results regarding teachers’ perceptions about content and approaches that they think are most aligned with their state standards for mathematics and the practices in which they engage their students. As suggested in the previous chapters, this identification of what teachers know and believe about their state standards, as well as the practices in which they engage, is fundamental to understanding the extent to which teachers are implementing their state standards.As in the previous chapter focused on ELA/literacy standards, many of the questions used to gauge teachers’ understanding about their mathematics state standards were adapted from},
bookauthor = {V. Darleen Opfer and Julia H. Kaufman and Lindsey E. Thompson},
booktitle = {Implementation of K–12 State Standards for Mathematics and English Language Arts and Literacy: Findings from the American Teacher Panel},
pages = {73--94},
publisher = {RAND Corporation},
title = {Teachers’ Perceptions and Practices Related to Mathematics State Standards},
year = {2016}
}