Transcript Document

Status of Middle School
Mathematics Teaching
2000 National Survey of Science
and Mathematics Education
Dawayne Whittington
Horizon Research, Inc.
The Survey
•Based on the
responses of 634
middle school
mathematics
teachers
•Selected schools
were located
throughout the
country.
The Typical Middle School
Mathematics Teacher
•Is a white female.
•May have a Master’s
degree.
•May be retiring in the
next 10 years.
•Age categories were
balanced.
Characteristics of the Middle School Teaching Force
% of Teachers
Sex
Male
Female
28
72
Native American
Asian
African American
Hispanic
Pacific Islander
White
1
1
9
4
0
85
< 30
31-40
41-50
51+
25
23
26
26
Race
Age
Experience
0-2 years
3-5 years
6-10 years
11-20 years
>20 years
20
13
13
25
29
Master’s Degree
Yes
No
44
56
Preparation for Teaching Middle
School Mathematics
•Nearly three-fourths of middle school mathematics
teachers received their undergraduate degree in areas
other than mathematics or mathematics education.
•Roughly two-thirds have taken 8 or more courses in
mathematics (the equivalent of a minor.)
•Most have had college coursework in general
teaching methods (92%) and methods of teaching
mathematics (78%).
Preparation for Teaching Middle
School Mathematics
NCTM recommends that middle school teachers
have college coursework in the following areas:
•Abstract Algebra
•Geometry
•Calculus
•Probability and statistics
•Applications of mathematics/
problem solving
•History of Mathematics
Preparation for Teaching Middle
School Mathematics
Here’s how current middle
school teachers stack up with
these courses:
•Abstract Algebra (22%)
•Geometry (47%)
•Calculus (43%)
•Probability and statistics (56%)
•Applications of
mathematics/problem solving
(27%)
•History of Mathematics (16%)
In addition, the data indicate
that approximately 1 of every 4
middle school math teachers
have not had any of these
recommended courses.
Only 11% reported that they had
coursework in five of these six
recommended areas.
Teacher Perceptions of Their
Preparation
Teachers feel at least
adequately qualified to teach
these topics:
•Numeration and number theory
•Computation
•Estimation
•Pre-algebra
•Patterns and relationships
•Geometry
•Probability
•Data collection and analysis
They felt less than adequately
qualified to teach these topics:
•Functions
•Statistics
•Topics from discrete math
•Calculus
•Mathematical structures
•Using technology in instruction
Teachers’ Perceptions of Pedagogy
NCTM Standards:
Use of Instructional Strategies:
•Familiarity with
Standards - 83%
•Encourage female participation in
mathematics - 95%
•Agree with
Standards – 76%
•Use questioning to gauge understanding– 91%
•Implement the
Standards – 79%
•Use cooperative groups – 86%
•Use hands-on project-based work – 77%
•Use technology to gather/analyze data – 65%
•Involve parents – 54%
•Use Internet for general reference – 37%
•Teach students with limited English – 22%
•Use Internet for collaborative projects – 22%
Professional Development
Eighty percent
(80%) of middle
school teachers
report a need for
professional
development in the
use of technology in
mathematics
instruction.
Professional Development
Middle school teachers also feel a
need for professional development
in using inquiry-based instruction
(65%), teaching students with
special needs in the regular
classroom (60%), on understanding
student thinking (46%), assessing
student learning (36%), and to
deepen their own content
knowledge (31%).
Professional Development
•Only 31% reported spending more
than 35 hours in mathematicsrelated professional development
in the last three years.
•The workshop is the most
common form of professional
development.
•Fewer than a third have attended
a state or national conference.
•Only 24% have taken a formal
college/university course. Almost
half have not taken one since 1990.
Typical Middle School Classroom
•Has 22 students with
equal numbers of males
and females.
•Non-Asian minorities
make up 28% of the class.
•Heterogeneous classes
with at least two or more
ability levels make up 38%
of all middle school
mathematics classes.
Middle School Mathematics
Instruction
Middle school math teachers report placing a
heavy emphasis on these objectives:
•Learning mathematical concepts (88%)
•Learning how to solve problems (81%)
•Learning to reason mathematically (71%)
•Developing computational skills (57%)
•Preparing for standardized tests (34%)
•Learning about the history and nature of
mathematics (3%)
Middle School Instructional Strategies
•Teachers report that they place a heavy emphasis on
conceptual understanding and mathematical reasoning.
•However, the data indicates that the predominant
instructional strategies involve students answering
textbook or worksheet questions.
•Discussions were a part of the lesson in 91% of the
classes reported.
•Mathematical communication through writing
reflections never occurs more than 1/3 of math classes.
•Using manipulatives and working in small groups each
only account for 10% of the class period.
•Computers are predominantly used for drill and
practice.
Instructional Resources
•The vast majority of teachers (91%) report using
the textbook to guide instruction. Most rated
these as good to excellent and reported that they
covered 75% of the material.
•Most math teachers use an overhead projector.
•The most popularly used calculator is the four
function calculator. It is surprising that 62% of
respondents indicated that graphing calculators
were not needed.
•Only 10% of teachers expressed a need
for equipment such a calculator/computer
interfacing device that was unavailable.
Implications
•There is a need for many middle school mathematics
teachers to upgrade their skills.
•Incorporating the use of technology into mathematics
instruction is seen as the most pressing need for
professional development.
•Although most teachers report an awareness and
agreement with the NCTM Standards, their current
practices do not reflect their implementation.
•Teachers rely heavily on rote drill
and practice to strengthen students’
conceptual understanding, although
this practice may be ill-suited to
this purpose.