We provide two sets of data as a result of the Teleprism project (www.teleprism.com). The quantitative dataset includes the data collected from the student and teacher longitudinal surveys. Three different sheets are provided: one for the (master) pupil dataset, one with teacher related information and one with the information provided by the teachers for particular classes. Identifiers are provided to help navigate and match the datasets if needed. Please note that the pupil dataset is given in the long format. The qualitative data folder includes the transcriptions of students and teacher interviews. The questionnaires and interview schedules associated with these datasets are also provided for further information.This project aims to break new ground by mapping secondary students' learning outcomes and choices including dispositions and attitudes together with the teaching they are exposed to. New understandings of how mathematics pedagogy relates to learner engagement and hence outcomes will be important to both mathematics education research, and policy and practice. Capturing five years of progression (Year 7-11) in one year will pose methodological challenges, the resolution of which will contribute to the literature of combining longitudinal and cross-sectional analyses, and dealing with missing data. The main phase of the study will involve a sample of about 50 secondary schools matching the national demographic characteristics. An average of 3 to 5 classes in each year group will be surveyed with a questionnaire capturing students' mathematical dispositions and their perceptions of teaching at three time points establishing longitudinal data: at the start and towards the end of the academic year 2011/12, and at the beginning of the next academic year. A teacher survey will map teaching practices at mathematics, during the first academic year. Additionally, three contrasting case studies will be performed to provide evidence of mathematical teaching practices and narratives of students' developing dispositions and decisions throughout a year.

The project employed a mixed methodology to collect the data. Student and teacher surveys with questionnaires were used for the quantitative part, whereas interviews were employed for the qualitative part. The population of interest is students (and their teachers) in secondary education (Year 7 to Year 11) in England. Recruitment of students was done at school-level upon the agreement of the Headmaster. Schools were invited to take part drawing on contacts, and a school database (more details of the sampling can be seen in the Survey Information Document). We approached over 2200 schools and ended up with 40 schools. Schools were required to take part with whole cohorts (at least 2 classes in each year group) however that was not always implemented fully. The survey design was also longitudinal with the same students surveyed at 3 times (ideally): October to December 2011, June-July 2012 and October to December 2012. Their teachers were asked to complete surveys at the first two instances only (during the first academic year of the study). The pupil dataset includes 30388 records of 18170 unique students, from over 700 classes with 280 teachers in the first year. Two case studies took place in two of these 40 schools with interviews with students and their maths teachers.