兰德-教师在数学课堂中运用高杠杆教学实践（英）

MIRAY TEKKUMRU-KISA, JONATHAN SCHWEIG, JULIA H. KAUFMAN, ELIZABETH D. STEINER, ALLYSON D. GITTENS, PIERRCE HOLMESTeachers’ Use of High-Leverage Teaching Practices in Mathematics ClassroomsRAND Education and LaborWR-A2836-1 March 2025 Prepared for the Gates FoundationWorking PaperRAND working papers are intended to share researchers’ latest findings and to solicit informal peer review. They have been approved for circulation by RAND Education and Labor. Unless otherwise indicated, working papers can be quoted and cited without permission of the author, provided the source is clearly referred to as a working paper. is a registered trademark. Learn more at www.rand.org.For more information on this publication, visit www.rand.org/t/WRA2836-1.About RANDRAND is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest. To learn more about RAND, visit www.rand.org.RAND’s publications do not necessarily reflect the opinions of its research clients and sponsors.Published by the RAND Corporation, Santa Monica, Calif.© 2025 RAND Corporation is a registered trademark.Print and Electronic Distribution RightsThis work is licensed under a Creative Commons Attribution 4.0 International License. All users of the publication are permitted to copy and redistribute the material in any medium or format and transform and build upon the material, including for any purpose (including commercial) without further permission or fees being required. iii About This Working Paper Over the past 20 years, reforms in mathematics education call for student opportunities to work on complex tasks and engage in rich mathematical discourse that can challenge students to think and reason mathematically. To support this form of instruction in mathematics classrooms, there is a growing attention to the implementation of high-leverage teaching practices, which are those likely to lead to advances in student learning. Much of the research on high-leverage teaching practices has focused on novice teachers and less is known about how much teachers’ daily instruction involves these practices. This study uses data from daily instructional logs completed by 327 6th, 7th, and 8th grade mathematics teachers from all 39 states to examine the prevalence of high-leverage practices enacted by teachers in middle school mathematics classrooms. We found large within- and between-teacher variation in practices employed by teachers related to implementing tasks that promote reasoning and problem-solving and facilitating meaningful mathematical discourse. This variation was also related to various classroom and school characteristics, such as the percentage of students eligible for free or reduced-price lunch. These findings provide implications for teacher education and professional development to promote the use of hig