Policy Lever 1: Set Specific, Detailed Math Standards for Teacher Preparation Programs

Teacher preparation standards provide a clear roadmap for elementary teacher preparation programs as to the skills and knowledge aspiring teachers should acquire before entering the classroom. These standards also establish specific criteria for the state to use when providing feedback to programs during program reviews and communicate to school districts what newly hired teachers should know and be able to do. While standards alone cannot transform teacher prep programs, they do provide an essential blueprint and a tool that state education agencies and state boards of education can use to create consistency across programs for how their workforce is prepared. 

Over 75% of states (39) establish math standards for elementary teacher preparation programs. However, the breadth and quality of these standards vary significantly. Eighteen states do not cover all four core math content topics: numbers and operations, algebraic thinking, geometry and measurement, and data analysis and probability. This gap indicates that many teachers may not engage with essential content during their preparation. 

Even when states set standards across all four core content topics, the level of detail varies widely. Only 21 states provide clear, detailed guidance to teacher preparation programs across all four core math content topics. As a result, thousands of educators may enter the classroom without the essential knowledge and skills necessary to effectively teach math. For example, a state may require aspiring teachers to know how to teach geometry but fail to specify key topics, such as the components of the coordinate plane or how to graph ordered pairs. Without this clarity, preparation programs may overlook critical concepts, leaving new teachers underprepared and students at a disadvantage. 

To further strengthen the connection between content knowledge and instructional practice, states should also encourage preparation programs to incorporate high-quality instructional materials (HQIM) into coursework, helping teacher candidates understand how pedagogical concepts are enacted through curricula.

While a strong foundation in mathematics content is vital to teacher and student success, it is only one component of what aspiring teachers should know before entering the classroom. Teachers also benefit from learning how to apply their mathematical content knowledge through strong math pedagogy.¹ 

Consider a lesson on fractions. A teacher with a strong foundational knowledge in math pedagogy goes beyond just teaching students to add fractions procedurally (an important skill!); they leverage visuals like pie graphs and number lines to help students grasp the concept of why a common denominator is necessary. These teachers also know how to encourage students to explain their reasoning and engage them in discussions that deepen their understanding. Furthermore, when teachers have a strong foundation in how to teach math effectively, they develop a deeper understanding of the content itself. This helps them recognize the different ways students may approach a problem—or get stuck or misunderstand—and adjust their instruction to better meet students’ needs.

Thirty-six states explicitly address math pedagogy in their standards. Without exposure to strong pedagogical practices, educators may lack critical skills, such as helping students develop conceptual understanding of complex math topics or tailoring instruction to meet diverse learning needs.

To further strengthen the connection between content knowledge and instructional practice, states should also encourage preparation programs to incorporate HQIM into coursework, helping teacher candidates understand how pedagogical concepts are enacted through curricula.

One promising practice that could help aspiring teachers synthesize their content and pedagogical knowledge is teacher-audience math courses—math courses aimed exclusively at aspiring educators, rather than the broader campus population. This approach allows programs to prioritize needed content without adding credits. Such courses help aspiring teachers to focus deeply on elementary and middle school mathematics, emphasizing conceptual understanding and the key topics most relevant to their students. While some have questioned the rigor of these courses in the past, mathematicians and mathematics education organizations strongly support them,² recognizing that a deep, focused understanding of fundamental math concepts is rigorous and leads to more effective teaching and stronger student outcomes.