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Teacher's Self-Reported Capabilities and Needs for Support Regarding State Mathematics Standards

• Most mathematics teachers reported familiarity with state mathematics standards, believed they were moderately or well prepared to help their students meet them, and had received opportunities for professional learning that addressed many topics relevant to standards implementation.
• Relatively large proportions of teachers of science and social studies indicated that they were also expected to address mathematics standards in their instruction, but familiarity was lower among non-mathematics teachers than among mathematics teachers.
• Among those who were expected to address mathematics standards, the highest-reported professional development needs included differentiation of instruction and complex, inquiry-based modes of instruction, such as problem-solving and argumentation.