The state should ensure that new elementary teachers have sufficient knowledge of the mathematics content taught in elementary grades.
Minnesota requires all elementary teacher candidates to pass the MTLE elementary content test. It includes a separately scored subtest in which mathematics accounts for 75 percent of the exam questions. Teacher candidates must pass each subtest to earn a passing score on the overall assessment. Although not quite a stand-alone test, the high concentration of mathematics question makes it unlikely that candidates can pass with insufficient math knowledge, provided the passing score is set with appropriate rigor.
Regrettably, early childhood education candidates in Minnesota, who are allowed to teach through grade 3, are only required to pass the early childhood assessment, which combines pedagogy and content and does not report an individual math subscore.
MTLE Test Requirement www.mtle.nesinc.com
Require early childhood education teacher candidates to pass a rigorous mathematics assessment as a condition of initial licensure.
Minnesota should ensure that early childhood education teacher candidates who teach its elementary grades possess the requisite knowledge of mathematics before entering the classroom. Therefore, the state should require them to earn a passing score on either the same test as other elementary teachers or a comparably rigorous one geared to early childhood mathematics content.
Ensure that the elementary math test is rigorous and specifically focuses on the knowledge and skills that elementary teachers need.
Minnesota should ensure that its mathematics assessment evaluates candidates' knowledge beyond an elementary school level, challenges their understanding of underlying concepts and requires candidates to apply knowledge in nonroutine, multistep procedures. Teacher candidates who lack minimum mathematics knowledge should not be eligible for licensure.
Minnesota declined to respond to NCTQ's analyses.
Required math coursework should be tailored in both design and delivery to the unique needs of the elementary teacher.
Aspiring elementary teachers must begin to acquire a deep conceptual knowledge of the mathematics that they will teach, moving well beyond mere procedural understanding. Their training should focus on the critical areas of numbers and operations; algebra; geometry and, to a lesser degree, data analysis and probability.
To ensure that elementary teachers are well trained to teach the essential subject of mathematics, states must require teacher preparation programs to cover these four areas in coursework that it specially designed for prospective elementary teachers. Leading mathematicians and math educators have found that elementary teachers are not well served by courses designed for a general audience and that methods courses also do not provide sufficient preparation. According to Dr. Roger Howe, a mathematician at Yale University: "Future teachers do not need so much to learn more mathematics, as to reshape what they already know."
Most states' policies do not require preparation in mathematics of appropriate breadth and depth and specific to the needs of the elementary teacher. NCTQ's reports on teacher preparation, beginning with No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools in 2008 and continuing through the Teacher Prep Review in 2013 have consistently found few teacher preparation programs across the country providing high-quality preparation in mathematics. Whether through standards or coursework requirements, states must ensure that their preparation programs graduate only teacher candidates who are well prepared to teach mathematics.
Many state tests offer no assurance that teachers are prepared to teach mathematics.
An increasing number of states require passage of a mathematics subtest as a condition of licensure., but many states still rely on subject-matter tests that include some items (or even a whole section) on mathematics instruction. However, since subject-specific passing scores are not required, one need not know much mathematics in order to pass. In fact, one could answer every mathematics question incorrectly and still pass. States need to ensure that it is not possible to pass a licensure test that purportedly covers mathematics without knowing the critical material.
The content of these tests poses another issue: these tests should properly test elementary and middle school content but not at an elementary or middle school level. Instead, problems should challenge the teacher candidate's understanding of underlying concepts and apply knowledge in nonroutine, multistep procedures. Unfortunately, this is not the case in the tests currently in use in most states. The test required by Massachusetts remains the standard bearer for a high quality, rigorous assessment for elementary teachers entirely and solely focused on mathematics.
Elementary Teacher Preparation in Mathematics: Supporting Research
For evidence that new teachers are not appropriately prepared to teach mathematics, see NCTQ, No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools (2008) at:http://www.nctq.org/p/publications/docs/nctq_ttmath_fullreport_20090603062928.pdf
For information on the mathematics content elementary teachers need to know, see National Council of Teachers of Mathematics, "Highly Qualified Teachers: A Position of the National Council of Teachers of Mathematics," (July 2005). See also Conference Board of the Mathematical Sciences, The Mathematical Education of Teachers, Issues in Mathematics, Vol. 11, (American Mathematical Society in cooperation with the Mathematical Association of America, 2001), p. 8.
For evidence on the benefits of math content knowledge on student achievement, see S. Kukla-Acevedo "Do Teacher Characteristics Matter? New Results on the Effects of Teacher Preparation on Student Achievement." Economics of Education Review, Volume 28, 2009, pp. 49-57; H. Hill, B. Rowan and D. Ball "Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement," American Educational Research Journal, Volume 42, No. 2, Summer 2005, pp. 371-406.
For information on where states set passing scores on elementary level content tests for teacher licensing across the U.S., see chart on p. 13 of NCTQ "Recommendations for the Reauthorization of the Elementary and Secondary Education Act, Removing the Roadblocks: How Federal Policy Can Cultivate Effective Teachers," (2011).