- Math teachers of Trigonometry, on average, spend 18% of their time covering topics of trigonometry. The range is from a low of 5% to a high of 45%. All teachers of Trigonometry spend at least 20% of their time asking students to perform procedures. 14% of Trigonometry teachers ask students to spend the instructional time demonstrating what they learned.
- The average advanced math teacher spends the largest part of his/her instructional time covering functions (14%). The range of instructional time spent on memorization is 0-78. The range of instructional time spent on demonstration of understanding is 1-97%.
- Math teachers of Calculus spend the most time emphasizing analysis. 37% of time in Calculus is spent on the topic of analysis. Calculus Teachers spend 22% of his/her time asking students to complete instructional tasks- perform procedures, demonstrate understanding, and solve non routine problems.
- Trigonometry teachers spend more time on trigonometry in predominately white classrooms, 21% compared to 12%, than in a classroom with a minority racial composition. Math teachers of classroom with predominately white racial compositions spend more time asking students to create and solve non routine problems than in predominately black classrooms.
- Teachers of Advanced Math with a minority racial composition and with mixed/low achievement levels spend significantly less instructional time on operations, measurement, geometric concepts, and advanced geometry compared to math teachers of Advanced Math with a of predominately white racial composition and with average/high achievement levels.