| The primary purpose of this study was to examine mathematics teaching in three grade levels (3rd, 6th, and 10th) and to determine the extent to which observed differences are related to the grade level at which the teachers teach. The sample was composed of 69 experienced mathematics teachers drawn from four LEAs in the midlands of South Carolina.;Systematic observations using Describing Performance and Intentions of Teachers (DePICT) were made by training observers. Each observation period was 40 minutes long. The instrument contains seven variable classifications within which 46 behavioral categories are embedded. Nine behavioral categories were eliminated because of extremely low frequency of occurrence.;The data were reported in terms of the proportion of teachers who exhibit each of the remaining 37 behavioral categories at least once, the mean time spent in each of the 37 behavioral categories and seven variable classifications, the sequence of activities and behaviors within the lesson, and the factor structure of the instrument.;Mathematics teaching across the three grade levels is more similar than different. Four common clusters of behavioral categories emerged in grades 3 and 10: clarifying instructional goals, presentation of information by a source other than the teacher, expository teaching, and reviewing assignments while providing corrective feedback as necessary. Similarly, although a few significant differences between grade 3 and grade 10 teachers did emerge on the frequency of use of the behavioral categories and the amount of time spent in the behavioral categories, no significant differences were found in approximately 70 percent of the behavioral categories. |
