The state should ensure that new elementary teachers have sufficient knowledge of the mathematics content taught in elementary grades. This goal was consistent between 2017 and 2020.
Mathematics Content Test Requirements: Under Wisconsin's new licensing structure, candidates for the state's Tier II license (which is the state's initial license) have the following options for demonstrating content knowledge:
Test Requirement www.ets.org/praxis Wisconsin Administrative Code PI 34.040; 31.021(1)(c); and 31.045 Program Approval Standards https://dpi.wi.gov/sites/default/files/imce/tepdl/pdf/lpg_mcea_72.pdf
Require all teacher candidates who teach elementary grades to pass a rigorous mathematics assessment.
Wisconsin should assess mathematics content with a rigorous assessment tool, such as the Massachusetts Tests for Educator Licensure (MTEL) mathematics test, which evaluates mathematics knowledge beyond an elementary school level and challenges candidates' understanding of underlying mathematics concepts. Such a test could also be used to allow candidates to test out of coursework requirements. To help ensure that all students are taught by a teacher who has demonstrated adequate mathematics content knowledge, teacher candidates who lack this knowledge should not be eligible for licensure.
Relevant higher-level coursework provides the foundation for requisite content knowledge, but to ensure that teacher candidates possess sufficient subject-matter knowledge for the elementary classroom, Wisconsin should require all teacher candidates to pass a rigorous test. Doing so will help to ensure that every student is taught by a teacher with adequate subject-matter knowledge.
Wisconsin was helpful providing information that enhanced this analysis.
2B: Teaching Elementary Mathematics
Required math coursework should be tailored in both design and delivery to the unique needs of the elementary teacher. Aspiring elementary teachers must 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 is 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."
States' policies should require preparation in mathematics of appropriate breadth and depth and specific to the needs of the elementary teacher. Reports by NCTQ on teacher preparation, beginning with No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools (2008) and continuing through the Teacher Prep Review, have consistently found few elementary 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, in some cases 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 content but not at an elementary level. Instead, problems should challenge the teacher candidate's understanding of underlying concepts and apply knowledge in nonroutine, multistep procedures. The MTEL test required by both Massachusetts and North Carolina remains the standard bearer for a high quality, rigorous assessment for elementary teachers entirely and solely focused on mathematics.