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SAIP - 2001 Mathematics Data Catalogue
Teacher

On this page:

Methodology | Common Variables | Student | Teacher | Institutional

Teacher - includes variables that describe teachers' experience, teaching load, teaching habits, use of resources, interaction with parents and colleagues, views regarding students' ability to perform, classroom practice.

Variables are clustered by subthemes, which are presented in alphabetical order.

Assigning homework
Frequency of assigning homework to students

Variable	homework assigned
Survey question	How often do you usually assign homework in your mathematics courses?
Data type	Numeric
Coding	Frequency_5

Variable	HW time expected
Survey question	If you assign mathematics homework, how many minutes would you expect an average student to spend doing this work?
Data type	Numeric
Coding	HW time

Variable	assign_wksheets
Survey question	How often do you assign ... Worksheet or workbook
Data type	Numeric
Coding	Frequency_4

Variable	assign_prob textbook
Survey question	How often do you assign ... Problems/questions in textbook
Data type	Numeric
Coding	Frequency_4

Variable	assign_reading
Survey question	How often do you assign ... Reading in text or supplementary materials
Data type	Numeric
Coding	Frequency_4

Variable	assign_write defin
Survey question	How often do you assign ... Writing definitions or other short writing assignment
Data type	Numeric
Coding	Frequency_4

Variable	assign_longterm proj
Survey question	How often do you assign ... Working individually on long-term projects
Data type	Numeric
Coding	Frequency_4

Variable	assign_group project
Survey question	How often do you assign ... Working in groups on long-term projects
Data type	Numeric
Coding	Frequency_4

Variable	assign_oral reports
Survey question	How often do you assign ... Preparing oral reports
Data type	Numeric
Coding	Frequency_4

Variable	assign_keep journal
Survey question	How often do you assign ... Keeping a journal
Data type	Numeric
Coding	Frequency_4

Variable	assign_completed
Survey question	How often do you ...? Record whether or not the homework is completed
Data type	Numeric
Coding	Frequency_4

Variable	assign_correct
Survey question	How often do you ...? Collect, correct and keep assignments
Data type	Numeric
Coding	Frequency_4

Variable	assign_returned
Survey question	How often do you ...? Collect, correct and return assignments to students
Data type	Numeric
Coding	Frequency_4

Variable	assign_feedback
Survey question	How often do you ...? Give feedback on homework to whole class
Data type	Numeric
Coding	Frequency_4

Variable	assign_check by stud
Survey question	How often do you ...? Have students correct their own homework in class
Data type	Numeric
Coding	Frequency_4

Variable	assign_exch by stud
Survey question	How often do you ...? Have students exchange assignments and correct them in class
Data type	Numeric
Coding	Frequency_4

Variable	assign_grades
Survey question	How often do you &? Use homework to contribute towards students' grades or marks
Data type	Numeric
Coding	Frequency_4

Class size
Information about math class size

Variable	average class size
Survey question	What is the AVERAGE number of students in the mathematics classes you teach this year?students
Data type	Numeric
Coding	Not applicable

Variable	largest class size
Survey question	What is your LARGEST mathematics class size?students
Data type	Numeric
Coding	Not applicable

Variable	smallest class size
Survey question	What is your SMALLEST mathematics class size?students
Data type	Numeric
Coding	Not applicable

Variable	class size_school
Survey question	What is the approximate average class size in your whole school?
Data type	Numeric
Coding	Class

Variable	Math class size_13yo
Survey question	What is the approximate average class size in your Math age 13 classes?
Data type	Numeric
Coding	Class

Variable	Math class size_16yo
Survey question	What is the approximate average class size in your Math age 16 classes?
Data type	Numeric
Coding	Class

Communication with parents
How often and how many parents are contacted by teacher

Variable	parent_conversation
Survey question	Altogether, about how often do you meet with, or speak by telephone to, parents to discuss individual students?
Data type	Numeric
Coding	Frequency_7

Variable	parent_interviews
Survey question	About what percentage of parents would you say you have contact with, over a full school year? At regularly scheduled parent-teacher interviews%
Data type	Numeric
Coding	Not applicable

Variable	parent_indiv
Survey question	About what percentage of parents would you say you have contact with, over a full school year? At individual program planning team meetings%
Data type	Numeric
Coding	Not applicable

Variable	parent_other
Survey question	About what percentage of parents would you say you have contact with, over a full school year? At other times %
Data type	Numeric
Coding	Not applicable

Evaluation techniques
Techniques used for evaluating students' performance

Variable	grad_stand tests
Survey question	How much weight do you give Standardized tests produced outside the school
Data type	Numeric
Coding	Grading weight

Variable	grad_written respons
Survey question	How much weight do you give Teacher-made short-answer or essay tests that require students to explain their reasoning
Data type	Numeric
Coding	Grading weight

Variable	grad_multiple choic
Survey question	How much weight do you give Teacher-made multiple-choice, true-false, or matching tests
Data type	Numeric
Coding	Grading weight

Variable	grad_HW assignm
Survey question	How much weight do you give Homework assignments
Data type	Numeric
Coding	Grading weight

Variable	grad_projects
Survey question	How much weight do you give Projects
Data type	Numeric
Coding	Grading weight

Variable	grad_protfolios
Survey question	How much weight do you give Portfolios of student work
Data type	Numeric
Coding	Grading weight

Variable	grad_interviews
Survey question	How much weight do you give Observations or interviews of students
Data type	Numeric
Coding	Grading weight

Variable	grad_attendance
Survey question	How much weight do you give Attendance in class
Data type	Numeric
Coding	Grading weight

Variable	grad_participation
Survey question	How much weight do you give Participation of students in class activities
Data type	Numeric
Coding	Grading weight

Variable	grad_effort
Survey question	How much weight do you give Effort
Data type	Numeric
Coding	Grading weight

Variable	grad_improvement
Survey question	How much weight do you give Improvement over the year or term
Data type	Numeric
Coding	Grading weight

Variable	grad_st self-assessm
Survey question	How much weight do you give Student self-assessment
Data type	Numeric
Coding	Grading weight

Variable	grad_peer evaluation
Survey question	How much weight do you give Peer evaluation
Data type	Numeric
Coding	Grading weight

Variable	grad_indep projects
Survey question	How much weight do you give Independent study projects
Data type	Numeric
Coding	Grading weight

Variable	grad_other
Survey question	How much weight do you give Other
Data type	Numeric
Coding	Grading weight

Variable	# grades_final mark
Survey question	How many scores or grades do you use in computing final marks for your mathematics students?
Data type	Numeric
Coding	Grading

Expectations on student knowledge
Mathematical knowledge expected at 13 and 16 year-old students

Variable	13_place value
Survey question	The 13-year-old student uses the place value property of the decimal system of numeration for natural numbers smaller than 1 000.
Data type	Numeric
Coding	Concept taught

Variable	16_place value
Survey question	The 16-year-old student uses the place value property of the decimal system of numeration for natural numbers smaller than 1 000.
Data type	Numeric
Coding	Concept taught

Variable	13_multiplication
Survey question	The 13-year-old student multiplies two natural numbers smaller than 10.
Data type	Numeric
Coding	Concept taught

Variable	16_multiplication
Survey question	The 16-year-old student multiplies two natural numbers smaller than 10.
Data type	Numeric
Coding	Concept taught

Variable	13_arithm operations
Survey question	The 13-year-old student demonstrates an understanding of the sense of the four basic arithmetic operations with natural numbers.
Data type	Numeric
Coding	Concept taught

Variable	16_arithm operations
Survey question	The 16-year-old student demonstrates an understanding of the sense of the four basic arithmetic operations with natural numbers.
Data type	Numeric
Coding	Concept taught

Variable	13_round to whole nr
Survey question	The 13-year-old student rounds a decimal to the nearest whole number.
Data type	Numeric
Coding	Concept taught

Variable	16_round to whole nr
Survey question	The 16-year-old student rounds a decimal to the nearest whole number.
Data type	Numeric
Coding	Concept taught

Variable	13_fractions
Survey question	The 13-year-old student uses concrete examples that illustrate the concept of fraction.
Data type	Numeric
Coding	Concept taught

Variable	16_fractions
Survey question	The 16-year-old student uses concrete examples that illustrate the concept of fraction.
Data type	Numeric
Coding	Concept taught

Variable	13_LCM/GCF
Survey question	The 13-year-old student determines the lowest common multiple and the greatest common factor of a set of natural numbers.
Data type	Numeric
Coding	Concept taught

Variable	16_LCM/GCF
Survey question	The 16-year-old student determines the lowest common multiple and the greatest common factor of a set of natural numbers.
Data type	Numeric
Coding	Concept taught

Variable	13_rounding
Survey question	The 13-year-old student rounds a number to any given degree that may vary from hundredths to millions.
Data type	Numeric
Coding	Concept taught

Variable	16_rounding
Survey question	The 16-year-old student rounds a number to any given degree that may vary from hundredths to millions.
Data type	Numeric
Coding	Concept taught

Variable	13_ratio/prop/perc
Survey question	The 13-year-old student translates and solves simple real-life problems involving ratios, proportions and percentages.
Data type	Numeric
Coding	Concept taught

Variable	16_ratio/prop/perc
Survey question	The 16-year-old student translates and solves simple real-life problems involving ratios, proportions and percentages.
Data type	Numeric
Coding	Concept taught

Variable	13_factor
Survey question	The 13-year-old student demonstrates an understanding of the concept of factor in a numerical context.
Data type	Numeric
Coding	Concept taught

Variable	16_factor
Survey question	The 16-year-old student demonstrates an understanding of the concept of factor in a numerical context.
Data type	Numeric
Coding	Concept taught

Variable	13_sc notation
Survey question	The 13-year-old student uses scientific notation to write very small and very large numbers.
Data type	Numeric
Coding	Concept taught

Variable	16_sc notation
Survey question	The 16-year-old student uses scientific notation to write very small and very large numbers.
Data type	Numeric
Coding	Concept taught

Variable	13_irrational nrs
Survey question	The 13-year-old student uses expressions and performs calculations containing irrational numbers.
Data type	Numeric
Coding	Concept taught

Variable	16_irrational nrs
Survey question	The 16-year-old student uses expressions and performs calculations containing irrational numbers.
Data type	Numeric
Coding	Concept taught

Variable	13_patterns
Survey question	The 13-year-old student starting from concrete materials and representations, draws patterns in situations related to his/her domains of interest.
Data type	Numeric
Coding	Concept taught

Variable	16_patterns
Survey question	The 16-year-old student starting from concrete materials and representations, draws patterns in situations related to his/her domains of interest.
Data type	Numeric
Coding	Concept taught

Variable	13_word problems
Survey question	The 13-year-old student translates and solves two-step problems that are presented in the form of open sentences and that have solutions that are in the form of natural numbers or of decimals limited to hundredths.
Data type	Numeric
Coding	Concept taught

Variable	16_word problems
Survey question	The 16-year-old student translates and solves two-step problems that are presented in the form of open sentences and that have solutions that are in the form of natural numbers or of decimals limited to hundredths.
Data type	Numeric
Coding	Concept taught

Variable	13_table values
Survey question	The 13-year-old student produces appropriate tables of values for sequences and constant or linear functions.
Data type	Numeric
Coding	Concept taught

Variable	16_table values
Survey question	The 16-year-old student produces appropriate tables of values for sequences and constant or linear functions.
Data type	Numeric
Coding	Concept taught

Variable	13_alg factorization
Survey question	The 13-year-old student factorizes algebraic expressions, using common factors, grouping in pairs and trinomial factor methods.
Data type	Numeric
Coding	Concept taught

Variable	16_alg factorization
Survey question	The 16-year-old student factorizes algebraic expressions, using common factors, grouping in pairs and trinomial factor methods.
Data type	Numeric
Coding	Concept taught

Variable	13_coord geometry
Survey question	The 13-year-old student draws the Cartesian graph, determines the domain and range, and applies the properties of linear, quadratic, exponential, logarithmicand the three trigonometric functions.
Data type	Numeric
Coding	Concept taught

Variable	16_coord geometry
Survey question	The 16-year-old student draws the Cartesian graph, determines the domain and range, and applies the properties of linear, quadratic, exponential, logarithmicand the three trigonometric functions.
Data type	Numeric
Coding	Concept taught

Variable	13_measurement
Survey question	The 13-year-old student estimates and measures lengths in metres, decimetres or centimetres.
Data type	Numeric
Coding	Concept taught

Variable	16_measurement
Survey question	The 16-year-old student estimates and measures lengths in metres, decimetres or centimetres.
Data type	Numeric
Coding	Concept taught

Variable	13_symmetry
Survey question	The 13-year-old student demonstrates an understanding of the concept of symmetry in simple activities such as folding and the completion of drawings.
Data type	Numeric
Coding	Concept taught

Variable	16_symmetry
Survey question	The 16-year-old student demonstrates an understanding of the concept of symmetry in simple activities such as folding and the completion of drawings.
Data type	Numeric
Coding	Concept taught

Variable	13_areas
Survey question	The 13-year-old student estimates and calculates areas in both conventional and non-conventional units.
Data type	Numeric
Coding	Concept taught

Variable	16_areas
Survey question	The 16-year-old student estimates and calculates areas in both conventional and non-conventional units.
Data type	Numeric
Coding	Concept taught

Variable	13_spatial relations
Survey question	The 13-year-old student develops and applies problem-solving strategies related to spatial relations.
Data type	Numeric
Coding	Concept taught

Variable	16_spatial relations
Survey question	The 16-year-old student develops and applies problem-solving strategies related to spatial relations.
Data type	Numeric
Coding	Concept taught

Variable	13_poly(gons)hedra
Survey question	The 13-year-old student describes, draws and classifies polygons and polyhedra according to certain of their properties.
Data type	Numeric
Coding	Concept taught

Variable	16_poly(gons)hedra
Survey question	The 16-year-old student describes, draws and classifies polygons and polyhedra according to certain of their properties.
Data type	Numeric
Coding	Concept taught

Variable	13_transformations
Survey question	The 13-year-old student reproduces plane figures by using the repetition of one of the plane geometric transformations of translation, rotation, reflection or similarity.
Data type	Numeric
Coding	Concept taught

Variable	16_transformations
Survey question	The 16-year-old student reproduces plane figures by using the repetition of one of the plane geometric transformations of translation, rotation, reflection or similarity.
Data type	Numeric
Coding	Concept taught

Variable	13_unit conversion
Survey question	The 13-year-old student establishes relationships between SI units (including squared and cubic units).
Data type	Numeric
Coding	Concept taught

Variable	16_unit conversion
Survey question	The 16-year-old student establishes relationships between SI units (including squared and cubic units).
Data type	Numeric
Coding	Concept taught

Variable	13_circle measure
Survey question	The 13-year-old student solves problems derived from real-life situations involving area, circumference and diameter of a circle.
Data type	Numeric
Coding	Concept taught

Variable	16_circle measure
Survey question	The 16-year-old student solves problems derived from real-life situations involving area, circumference and diameter of a circle.
Data type	Numeric
Coding	Concept taught

Variable	13_circle elements
Survey question	The 13-year-old student calculates arc and chord lengths, sector and segment areas, associated with a circle.
Data type	Numeric
Coding	Concept taught

Variable	16_circle elements
Survey question	The 16-year-old student calculates arc and chord lengths, sector and segment areas, associated with a circle.
Data type	Numeric
Coding	Concept taught

Variable	13_experiments
Survey question	The 13-year-old student conducts trials of a simple experiment and lists the experimental outcomes (not necessarily all possible outcomes).
Data type	Numeric
Coding	Concept taught

Variable	16_experiments
Survey question	The 16-year-old student conducts trials of a simple experiment and lists the experimental outcomes (not necessarily all possible outcomes).
Data type	Numeric
Coding	Concept taught

Variable	13_arith mean
Survey question	The 13-year-old student estimates and calculates the arithmetic mean of a set of data.
Data type	Numeric
Coding	Concept taught

Variable	16_arith mean
Survey question	The 16-year-old student estimates and calculates the arithmetic mean of a set of data.
Data type	Numeric
Coding	Concept taught

Variable	13_stats charts
Survey question	The 13-year-old student represents familiar situations in a data table or in various diagrams (pie graphs, bar graphs, stem-and-leaf plots, histograms, etc.).
Data type	Numeric
Coding	Concept taught

Variable	16_stats charts
Survey question	The 16-year-old student represents familiar situations in a data table or in various diagrams (pie graphs, bar graphs, stem-and-leaf plots, histograms, etc.).
Data type	Numeric
Coding	Concept taught

Variable	13_exp probability
Survey question	The 13-year-old student calculates the experimental probability of a result in real-life activities and the results of random experiments.
Data type	Numeric
Coding	Concept taught

Variable	16_exp probability
Survey question	The 16-year-old student calculates the experimental probability of a result in real-life activities and the results of random experiments.
Data type	Numeric
Coding	Concept taught

Variable	13_data distribution
Survey question	The 13-year-old student represents and interprets a data distribution by an appropriate graphic.
Data type	Numeric
Coding	Concept taught

Variable	16_data distribution
Survey question	The 16-year-old student represents and interprets a data distribution by an appropriate graphic.
Data type	Numeric
Coding	Concept taught

Variable	13_theor probability
Survey question	The 13-year-old student calculates the theoretical probability of any single event.
Data type	Numeric
Coding	Concept taught

Variable	16_theor probability
Survey question	The 16-year-old student calculates the theoretical probability of any single event.
Data type	Numeric
Coding	Concept taught

Variable	13_average datasets
Survey question	The 13-year-old student calculates the weighted average of a data set.
Data type	Numeric
Coding	Concept taught

Variable	16_average datasets
Survey question	The 16-year-old student calculates the weighted average of a data set.
Data type	Numeric
Coding	Concept taught

Variable	13_sample assumpt
Survey question	The 13-year-old student describes the assumptions to be considered when drawing a sample.
Data type	Numeric
Coding	Concept taught

Variable	16_sample assumpt
Survey question	The 16-year-old student describes the assumptions to be considered when drawing a sample.
Data type	Numeric
Coding	Concept taught

Variable	13_use algorithm
Survey question	The 13-year-old student translates and solves short problems requiring the use of a simple and obvious algorithm.
Data type	Numeric
Coding	Concept taught

Variable	16_use algorithm
Survey question	The 16-year-old student translates and solves short problems requiring the use of a simple and obvious algorithm.
Data type	Numeric
Coding	Concept taught

Variable	13_trial-and-error
Survey question	The 13-year-old student uses trial-and-error methods to find a single solution.
Data type	Numeric
Coding	Concept taught

Variable	16_trial-and-error
Survey question	The 16-year-old student uses trial-and-error methods to find a single solution.
Data type	Numeric
Coding	Concept taught

Variable	13_algorithm select
Survey question	The 13-year-old student translates and solves problems requiring the selecting of an algorithm from algorithms familiar to the student.
Data type	Numeric
Coding	Concept taught

Variable	16_algorithm select
Survey question	The 16-year-old student translates and solves problems requiring the selecting of an algorithm from algorithms familiar to the student.
Data type	Numeric
Coding	Concept taught

Variable	13_various problems
Survey question	The 13-year-old student solves multi-step problems using basic arithmetic operations on whole numbers less than 1 000 and solves single-step problems using a basic arithmetic operation on positive rational numbers.
Data type	Numeric
Coding	Concept taught

Variable	16_various problems
Survey question	The 16-year-old student solves multi-step problems using basic arithmetic operations on whole numbers less than 1 000 and solves single-step problems using a basic arithmetic operation on positive rational numbers.
Data type	Numeric
Coding	Concept taught

Variable	13_draw conclusion
Survey question	The 13-year-old student without guidance, draws conclusions from data stated in tables with simple data treatment required to produce the conclusion.
Data type	Numeric
Coding	Concept taught

Variable	16_draw conclusion
Survey question	The 16-year-old student without guidance, draws conclusions from data stated in tables with simple data treatment required to produce the conclusion.
Data type	Numeric
Coding	Concept taught

Variable	13_schem/symb repr
Survey question	The 13-year-old student uses schematic representations and symbolic representations in one real variable to generate solutions.
Data type	Numeric
Coding	Concept taught

Variable	16_schem/symb repr
Survey question	The 16-year-old student uses schematic representations and symbolic representations in one real variable to generate solutions.
Data type	Numeric
Coding	Concept taught

Variable	13_concl/predictions
Survey question	The 13-year-old student makes conclusions and predictions that require treatment of a data set.
Data type	Numeric
Coding	Concept taught

Variable	16_concl/predictions
Survey question	The 16-year-old student makes conclusions and predictions that require treatment of a data set.
Data type	Numeric
Coding	Concept taught

Variable	13_symb repr 2 var
Survey question	The 13-year-old student uses symbolic representations in two real variables to generate solutions to particular problems.
Data type	Numeric
Coding	Concept taught

Variable	16_symb repr 2 var
Survey question	The 16-year-old student uses symbolic representations in two real variables to generate solutions to particular problems.
Data type	Numeric
Coding	Concept taught

Variable	13_inference
Survey question	The 13-year-old student draws conclusions requiring data treatment, makes simple inferences and makes basic intuitive predictions from data stated in table or diagram form.
Data type	Numeric
Coding	Concept taught

Variable	16_inference
Survey question	The 16-year-old student draws conclusions requiring data treatment, makes simple inferences and makes basic intuitive predictions from data stated in table or diagram form.
Data type	Numeric
Coding	Concept taught

Variable	13_general symb repr
Survey question	The 13-year-old student uses symbolic representations in two real variables to generate solutions to families of problems.
Data type	Numeric
Coding	Concept taught

Variable	16_general symb repr
Survey question	The 16-year-old student uses symbolic representations in two real variables to generate solutions to families of problems.
Data type	Numeric
Coding	Concept taught

Variable	13_missing data
Survey question	The 13-year-old student identifies data that are missing and provides links between related data sets in order to draw conclusions and to make simple inferences from the data sets.
Data type	Numeric
Coding	Concept taught

Variable	16_missing data
Survey question	The 16-year-old student identifies data that are missing and provides links between related data sets in order to draw conclusions and to make simple inferences from the data sets.
Data type	Numeric
Coding	Concept taught

External pressure
External factors influencing teacher's ability to teach

Variable	teach_press parents
Survey question	To what extent do the following present challenges to your ability to teach ...? Pressure from parents
Data type	Numeric
Coding	Extent

Variable	teach_class size
Survey question	To what extent do the following present challenges to your ability to teach ...? Large class size
Data type	Numeric
Coding	Extent

Variable	teach_low morale
Survey question	To what extent do the following present challenges to your ability to teach ...? Low morale in the school
Data type	Numeric
Coding	Extent

Variable	teach_safety
Survey question	To what extent do the following present challenges to your ability to teach ...? Concerns with personal safety or the safety of students
Data type	Numeric
Coding	Extent

Variable	teach_exams/tests
Survey question	To what extent do the following present challenges to your ability to teach ...? External examinations or standardized tests
Data type	Numeric
Coding	Extent

Inadequacy of resources
Shortage or inadequacy of instructional resources

Variable	teach_shortage comp
Survey question	To what extent do the following present challenges to your ability to teach ...? Shortage of computer hardware or software
Data type	Numeric
Coding	Extent

Variable	teach_shortage equip
Survey question	To what extent do the following present challenges to your ability to teach ...? Shortage of materials or equipment
Data type	Numeric
Coding	Extent

Variable	teach_phys facility
Survey question	To what extent do the following present challenges to your ability to teach ...? Inadequate physical facilities
Data type	Numeric
Coding	Extent

Variable	teach_resource mater
Survey question	To what extent do the following present challenges to your ability to teach ...? Inadequate resource material for lesson planning
Data type	Numeric
Coding	Extent

Variable	teach_curriculum
Survey question	To what extent do the following present challenges to your ability to teach ...? Inadequate curriculum design
Data type	Numeric
Coding	Extent

Inadequacy of training
Factors influencing teacher's ability to teach: lack on training

Variable	teach_own background
Survey question	To what extent do the following present challenges to your ability to teach ...? Limits in my own background in the subject
Data type	Numeric
Coding	Extent

Variable	teach_no in-service
Survey question	To what extent do the following present challenges to your ability to teach ...? Lack of in-service with respect to new curriculum
Data type	Numeric
Coding	Extent

Instruction time
Number of scheduled class time in school

Variable	scheduled class time
Survey question	How many hours of scheduled class time does your school have per week?
Data type	Numeric
Coding	Not applicable

Lesson planning
Use of resources for lesson planning

Variable	teaching preparation
Survey question	How many hours per week do you have scheduled for planning and preparation during regular school hours?
Data type	Numeric
Coding	Not applicable

Variable	plan_prev lessons
Survey question	When planning mathematics lessons, to what extent do you use your own previously prepared lessons?
Data type	Numeric
Coding	Frequency_4

Variable	plan_others
Survey question	When planning mathematics lessons, to what extent do you use materials prepared by other teachers or specialists?
Data type	Numeric
Coding	Frequency_4

Variable	plan_stud textbooks
Survey question	When planning mathematics lessons, to what extent do you use student textbooks?
Data type	Numeric
Coding	Frequency_4

Variable	plan_resource books
Survey question	When planning mathematics lessons, to what extent do you use other textbooks or resource books?
Data type	Numeric
Coding	Frequency_4

Variable	plan_teacher guides
Survey question	When planning mathematics lessons, to what extent do you use teacher guides or teacher editions of textbooks?
Data type	Numeric
Coding	Frequency_4

Variable	plan_prov curriculum
Survey question	When planning mathematics lessons, to what extent do you use provincial curriculum documents?
Data type	Numeric
Coding	Frequency_4

Variable	plan_Internet/comp
Survey question	When planning mathematics lessons, to what extent do you use Internet or other computer-based sources?
Data type	Numeric
Coding	Frequency_4

Variable	plan_evaluation mat
Survey question	When planning mathematics lessons, to what extent do you use evaluation materials?
Data type	Numeric
Coding	Frequency_4

Variable	plan_media mat
Survey question	When planning mathematics lessons, to what extent do you use media-generated materials?
Data type	Numeric
Coding	Frequency_4

Variable	plan_other sources
Survey question	When planning mathematics lessons, to what extent do you use other sources?
Data type	Numeric
Coding	Frequency_4

Non-instruction time
Number of hours spent in non-instructional activities

Variable	planning time
Survey question	How many hours per week do you spend on Planning and preparation outside of formal school hours?
Data type	Numeric
Coding	Time

Variable	marking time
Survey question	How many hours per week do you spend on Marking student work outside of formal school hours?
Data type	Numeric
Coding	Time

Variable	administrative time
Survey question	How many hours per week do you spend on Administrative duties outside of formal school hours?
Data type	Numeric
Coding	Time

Variable	meeting time
Survey question	How many hours per week do you spend on Meetings outside of formal school hours?
Data type	Numeric
Coding	Time

Variable	routine tasks
Survey question	How many hours per week do you spend on Routine tasks (e.g., record keeping, photocopying) outside of formal school hours?
Data type	Numeric
Coding	Time

Variable	PD time
Survey question	How many hours per week do you spend on Professional development (e.g., courses, conferences, professional reading) outside of formal school hours?
Data type	Numeric
Coding	Time

Variable	activ with students
Survey question	How many hours per week do you spend on each of the following activities outside of formal school hours? Working with students (e.g., coaching, clubs, tutoring)
Data type	Numeric
Coding	Time

Variable	other prof activ
Survey question	How many hours per week do you spend on each of the following activities outside of formal school hours? Working with students (e.g., coaching, clubs, tutoring)
Data type	Numeric
Coding	Time

Variable	parent conferences
Survey question	How many hours per week do you spend on Planned parent conferences outside of formal school hours?
Data type	Numeric
Coding	Time

Variable	develop indiv progr
Survey question	How many hours per week do you spend on Developing individual program plans in mathematics outside of formal school hours?
Data type	Numeric
Coding	Time

Non-teaching time
Scheduled teaching time disrupted or wasted

Variable	time waste_external
Survey question	How many hours of your scheduled teaching time would you estimate are lost because of class cancellations, school closures, or other losses of whole class periods or school days?
Data type	Numeric
Coding	Not applicable

Variable	time waste_disrupted
Survey question	How many minutes of each class period would you say are lost because of disruptions (e.g., late students, announcements, students looking for materials)?
Data type	Numeric
Coding	Not applicable

Student-related pressure
Factors influencing teacher's ability to teach: students

Variable	teach_stud ability
Survey question	To what extent do the following present challenges to your ability to teach ...? The range of student abilities in the class
Data type	Numeric
Coding	Extent

Variable	teach_stud backgr
Survey question	To what extent do the following present challenges to your ability to teach ...? Students who come from a wide variety of backgrounds (e.g., economic, language)
Data type	Numeric
Coding	Extent

Variable	teach_spec needs
Survey question	To what extent do the following present challenges to your ability to teach ...? Students with special needs (e.g., cognitive or emotional disorders, physical disabilities)
Data type	Numeric
Coding	Extent

Variable	teach_lack interest
Survey question	To what extent do the following present challenges to your ability to teach ...? Uninterested students
Data type	Numeric
Coding	Extent

Variable	teach_disruption
Survey question	To what extent do the following present challenges to your ability to teach ...? Disruptive students
Data type	Numeric
Coding	Extent

Students asking questions
Type of questions students ask in class

Variable	stud_brief response
Survey question	Students ask questions requiring a brief response by the teacher
Data type	Numeric
Coding	Frequency_4

Variable	stud_elaborate resp
Survey question	Students ask questions requiring an elaborated response by the teacher
Data type	Numeric
Coding	Frequency_4

Variable	stud_studs response
Survey question	Students ask questions requiring responses by other students
Data type	Numeric
Coding	Frequency_4

Variable	stud_general disc
Survey question	Students ask questions that stimulate general discussion
Data type	Numeric
Coding	Frequency_4

Teacher asking questions
Type of teacher's questioning in class

Variable	quest_indiv students
Survey question	I ask questions of individual students by name
Data type	Numeric
Coding	Frequency_4

Variable	quest_whole class
Survey question	I ask questions to the class as a whole
Data type	Numeric
Coding	Frequency_4

Variable	quest_inatentive st
Survey question	I ask questions specifically to students I feel are not paying attention
Data type	Numeric
Coding	Frequency_4

Variable	quest_best studs
Survey question	I ask questions of the best students to make it more likely to get a good answer
Data type	Numeric
Coding	Frequency_4

Variable	quest_reticent studs
Survey question	I ask questions of reticent students to help improve their participation
Data type	Numeric
Coding	Frequency_4

Variable	quest_brief response
Survey question	I ask questions requiring brief responses (e.g., a word or phrase)
Data type	Numeric
Coding	Frequency_4

Variable	quest_elaborate resp
Survey question	I ask questions requiring more elaborated responses (e.g., a few sentences)
Data type	Numeric
Coding	Frequency_4

Variable	quest_general discus
Survey question	I ask questions intended to stimulate a general discussion
Data type	Numeric
Coding	Frequency_4

Teacher beliefs about math
Teacher beliefs about mathematics

Variable	math_deductive
Survey question	Mathematics is primarily a deductive system.
Data type	Numeric
Coding	Extent of agreement

Variable	math_solving problem
Survey question	Mathematics is primarily a process of solving problems.
Data type	Numeric
Coding	Extent of agreement

Variable	math_computational
Survey question	Mathematics is primarily a computational system.
Data type	Numeric
Coding	Extent of agreement

Variable	math_real world
Survey question	Mathematics is primarily a way of precisely describing the real world.
Data type	Numeric
Coding	Extent of agreement

Teacher beliefs about student learning
Teacher beliefs about student learning

Variable	stud_ability-achiev
Survey question	There are limits to what a teacher can accomplish because student ability has a large influence on achievement.
Data type	Numeric
Coding	Extent of agreement

Variable	stud_natural talent
Survey question	Students need natural talent to do well in mathematics courses.
Data type	Numeric
Coding	Extent of agreement

Variable	stud_hard work
Survey question	Students need to work hard to do well in mathematics courses.
Data type	Numeric
Coding	Extent of agreement

Variable	stud_home environm
Survey question	A student's home environment has greater influence on achievement than the school environment.
Data type	Numeric
Coding	Extent of agreement

Variable	stud_diff math progr
Survey question	High school students should be streamed into different programs in mathematics based on their abilities.
Data type	Numeric
Coding	Extent of agreement

Teacher characteristics
Information about the teacher who filled the questionnaire

Variable	jurisdiction_teacher
Survey question	Province or Territory where teacher lives
Data type	Numeric
Coding	Jurisdiction

Teacher charactersitics
Infromation about the teacher who filled the questionnaire

Variable	teacher ID
Survey question	teacher identification
Data type	Numeric
Coding	Not applicable

Variable	teacher gender
Survey question	Are you female or male?
Data type	Numeric
Coding	Gender

Variable	language_teacher
Survey question	the language in which teacher filled th questionnaire
Data type	String
Coding	Not applicable

Teacher education
Degrees/diplomas earned by teacher

Variable	educ_Bachelor math
Survey question	Degees/diplomas... B.A., B.Sc., or equivalent in mathematics
Data type	Numeric
Coding	Yes/No

Variable	educ_BSc other
Survey question	Degees/diplomas... B.Sc. or equivalent in a subject other than mathematics
Data type	Numeric
Coding	Yes/No

Variable	educ_BA other
Survey question	Degees/diplomas... B.A. or equivalent in a subject other than mathematics
Data type	Numeric
Coding	Yes/No

Variable	educ_other degree
Survey question	Degees/diplomas... Other degree with substantial mathematics content (e.g., engineering, computer science)
Data type	Numeric
Coding	Yes/No

Variable	educ_Bed
Survey question	Degees/diplomas... B.Ed. or equivalent (e.g., at least one year of teacher training)
Data type	Numeric
Coding	Yes/No

Variable	educ_spec ed dipl
Survey question	Degees/diplomas... Special Education diploma/certificate
Data type	Numeric
Coding	Yes/No

Variable	educ_spec ed degree
Survey question	Degees/diplomas... Special Education degree
Data type	Numeric
Coding	Yes/No

Variable	educ_tech dipl
Survey question	Degees/diplomas... Trade or technical diploma or equivalent
Data type	Numeric
Coding	Yes/No

Variable	educ_Master Educ
Survey question	Degees/diplomas... Master's degree in education
Data type	Numeric
Coding	Yes/No

Variable	educ_Master other
Survey question	Degees/diplomas... Master's degree in another subject
Data type	Numeric
Coding	Yes/No

Variable	educ_PhD
Survey question	Degees/diplomas... Ph.D. or equivalent
Data type	Numeric
Coding	Yes/No

Variable	educ_other deg/dipl
Survey question	Degees/diplomas... Other degree or diploma
Data type	Numeric
Coding	Yes/No

Variable	educ_no deg/dipl
Survey question	Degees/diplomas... No degree or diploma
Data type	Numeric
Coding	Yes/No

Variable	# FTE univ crs math
Survey question	How many full-year equivalent university courses have you taken in mathematics?
Data type	String
Coding	Not applicable

Teacher experience
Years of teaching experience

Variable	teaching below G6
Survey question	At which grade levels are you teaching mathematics this year? Grade 6 or below
Data type	Numeric
Coding	Yes/No

Variable	teaching G7
Survey question	At which grade levels are you teaching mathematics this year? Grade 7 (1st Sec. - QC)
Data type	Numeric
Coding	Yes/No

Variable	teaching G8
Survey question	At which grade levels are you teaching mathematics this year? Grade 8 (2nd Sec. - QC)
Data type	Numeric
Coding	Yes/No

Variable	teaching G9
Survey question	At which grade levels are you teaching mathematics this year? Grade 9 (3rd Sec. - QC, Senior I - MB)
Data type	Numeric
Coding	Yes/No

Variable	teaching G10
Survey question	At which grade levels are you teaching mathematics this year? Grade 10 (4th Sec. - QC, Level I - NF, Senior II - MB)
Data type	Numeric
Coding	Yes/No

Variable	teaching G11
Survey question	At which grade levels are you teaching mathematics this year? Grade 11 (5th Sec. - QC, Level II - NF, Senior III - MB)
Data type	Numeric
Coding	Yes/No

Variable	teaching G12
Survey question	At which grade levels are you teaching mathematics this year? Grade 12 (CEGEP 1 - QC, Level III - NF, Senior IV - MB)
Data type	Numeric
Coding	Yes/No

Variable	teaching Post-G12
Survey question	At which grade levels are you teaching mathematics this year? Post-Grade 12
Data type	Numeric
Coding	Yes/No

Variable	years teaching exp
Survey question	How many years of teaching experience do you have in total?
Data type	Numeric
Coding	Not applicable

Variable	teach current school
Survey question	How many years of teaching experience have you had in your current school?years
Data type	Numeric
Coding	Not applicable

Variable	teach province
Survey question	How many years of teaching experience have you had in the province or territory in which you are now located?years
Data type	Numeric
Coding	Not applicable

Variable	teach 13-yo
Survey question	How many years of teaching experience have you had teaching 13-year-old students?years
Data type	Numeric
Coding	Not applicable

Variable	teach 16-yo
Survey question	How many years of teaching experience have you had teaching 16-year-old students?years
Data type	Numeric
Coding	Not applicable

Variable	teach math
Survey question	How many years of teaching experience have you had teaching mathematics?years
Data type	Numeric
Coding	Not applicable

Teacher-teacher interaction
How often teachers meet for planning or discussion

Variable	teachers meetings
Survey question	About how often do you meet with other teachers to plan lessons, units, or tests, or to discuss other program matters?
Data type	Numeric
Coding	Frequency_7

Teaching practice
Various methods used in teaching

Variable	giving overviews
Survey question	I give overviews.
Data type	Numeric
Coding	Frequency_4

Variable	solving problems
Survey question	I model how to solve problems for students.
Data type	Numeric
Coding	Frequency_4

Variable	math projects
Survey question	Students work on long-term mathematics projects.
Data type	Numeric
Coding	Frequency_4

Variable	strategies pr-solv
Survey question	I teach a variety of problem-solving strategies.
Data type	Numeric
Coding	Frequency_4

Variable	group work
Survey question	Students work in pairs or small groups.
Data type	Numeric
Coding	Frequency_4

Variable	exercises
Survey question	Students work on assigned exercises from the textbook.
Data type	Numeric
Coding	Frequency_4

Variable	discussing quiz
Survey question	We discuss a coming quiz or test.
Data type	Numeric
Coding	Frequency_4

Variable	assignm feedback
Survey question	I give feedback to the class on assignments, tests or other evaluations.
Data type	Numeric
Coding	Frequency_4

Variable	use worksbooks
Survey question	Students use workbooks or worksheets.
Data type	Numeric
Coding	Frequency_4

Variable	indiv stud needs
Survey question	I attempt to diagnose and address individual student problems or needs in learning.
Data type	Numeric
Coding	Frequency_4

Variable	stud use textbooks
Survey question	Students study the textbook.
Data type	Numeric
Coding	Frequency_4

Variable	summarize textbook
Survey question	I read from or summarize the textbook.
Data type	Numeric
Coding	Frequency_4

Variable	general learn strat
Survey question	I help students develop general learning strategies.
Data type	Numeric
Coding	Frequency_4

Variable	indiv work with stud
Survey question	I work with students individually.
Data type	Numeric
Coding	Frequency_4

Variable	other topics
Survey question	We discuss or do things other than the topic of the lesson.
Data type	Numeric
Coding	Frequency_4

Variable	clear outcomes
Survey question	I outline the outcomes expected to be achieved at the beginning of each unit/module.
Data type	Numeric
Coding	Frequency_4

Teaching time
Subjects taught and number of hours

Variable	teaching math
Survey question	How many hours per week are you scheduled to teach each of the following subjects? Mathematics
Data type	Numeric
Coding	Not applicable

Variable	teach time_math
Survey question	Please indicate whether the courses are taught over the full year or over a semester . Mathematics
Data type	Numeric
Coding	Yes/No

Variable	teaching science
Survey question	How many hours per week are you scheduled to teach each of the following subjects? Science
Data type	Numeric
Coding	Not applicable

Variable	time time_science
Survey question	Please indicate whether the courses are taught over the full year or over a semester . Science
Data type	Numeric
Coding	Yes/No

Variable	teaching other subj
Survey question	How many hours per week are you scheduled to teach each of the following subjects? Other subjects
Data type	Numeric
Coding	Not applicable

Variable	teach time_others
Survey question	Please indicate whether the courses are taught over the full year or over a semester . Other subjects
Data type	Numeric
Coding	Yes/No

Use of calculators
Teacher beliefs about the use of calculators

Variable	stud_use calc elem
Survey question	It is appropriate to use calculators in mathematics teaching from the earliest grades.
Data type	Numeric
Coding	Extent of agreement

Variable	stud_use calc later
Survey question	Calculators should be used in mathematics teaching only after students have mastered basic arithmetic facts and operations.
Data type	Numeric
Coding	Extent of agreement

Use of resources
Frequency of using various class resources

Variable	use math books
Survey question	How often are Mathematics books and magazines used in your mathematics classes?
Data type	Numeric
Coding	Frequency_5

Variable	use computer
Survey question	How often are Computers used in your mathematics classes?
Data type	Numeric
Coding	Frequency_5

Variable	use instruc software
Survey question	How often are Instructional software for mathematics used in your mathematics classes?
Data type	Numeric
Coding	Frequency_5

Variable	use std siftware
Survey question	How often are Standard software such as spreadsheets used in your mathematics classes?
Data type	Numeric
Coding	Frequency_5

Variable	use meas instruments
Survey question	How often are Measuring instruments such as metre sticks, protractors, compasses used in your mathematics classes?
Data type	Numeric
Coding	Frequency_5

Variable	use other materials
Survey question	How often are Manipulative materials such as geo-boards, algebra tiles, fraction kits, mirrors used in your mathematics classes?
Data type	Numeric
Coding	Frequency_5

Variable	use calculators
Survey question	How often are Calculators used in your mathematics classes?
Data type	Numeric
Coding	Frequency_5

Variable	use graphing calc
Survey question	How often are Graphing calculators used in your mathematics classes?
Data type	Numeric
Coding	Frequency_5

Variable	use overhead proj
Survey question	How often are Overhead projector used in your mathematics classes?
Data type	Numeric
Coding	Frequency_5

Variable	use films/videos
Survey question	How often are Slides, films, or videos used in your mathematics classes?
Data type	Numeric
Coding	Frequency_5

Variable	use Internet
Survey question	How often is The Internet used in your mathematics classes?
Data type	Numeric
Coding	Frequency_5

Variable	use computer lab
Survey question	How often is A computer lab (separate from the classroom) used in your mathematics classes?
Data type	Numeric
Coding	Frequency_5

Variable	use experts
Survey question	How often are Experts within the community used in your mathematics classes?
Data type	Numeric
Coding	Frequency_5