The preparation of Mathematics Teachers in Australia - ACDS

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Table 3.6 The number of respondents teaching the various combinations of junior, middle and senior school mathematics, and their patterns of non-mathematics teaching Non mathematics teaching proportion of teachers (%) Junior school Middle school Senior school Mathematics teaching - combinations of various school levels taught by individual teachers None Science Technology Science Technology Biology Chemistry Physics any 1 all mathematics teachers n=2924 n 1515 517 109 544 118 74 152 187 742 % 51.8 17.7 3.7 18.6 4.0 2.5 5.2 6.4 25.4 Junior school n=1815 Middle school n=2146 Senior school n=2116 10.3 53.5 11.7 34.1 7.3 9.2 9.5 3.3 37.4 32.9 35.6 6.1 31.8 5.0 1.7 2.6 3.8 21.3 18.9 15.4 5.3 40.8 13.0 2.4 8.9 8.9 43.2 40.4 28.1 7.3 18.5 5.6 3.4 8.4 8.4 34.3 59.4 4.7 1.3 17.1 3.3 1.8 5.1 8.8 26.1 54.3 4.3 1.0 10.2 4.6 4.3 7.9 12.2 39.5 72.1 12.4 2.1 9.5 1.3 0.8 2.9 4.1 13.9 1 including both science and non-science subjects 13
Table 3.7 Range of teaching responsibilities of mathematics teachers, shown as the average number of different subjects taught – grouped by state. Results drawn from survey of 2924 teachers of mathematics. All states/ territories Range of teaching responsibilities of mathematics teachers Number of mathematics subjects taught (average) Number of senior mathematics subjects taught 1 (average) Number of nonmathematics subjects taught (average) 2.6 0.9 0.9 ACT 2.7 1.2 0.5 NSW 3.2 1.5 0.4 NT 2.2 0.5 1.1 QLD 2.6 1.0 1.4 SA 2.2 0.6 1.2 TAS 1.7 0.4 1.2 VIC 2.2 0.6 1.2 WA 2.6 0.8 0.4 1 Including elementary, intermediate and advanced level subjects, but excluding additional senior mathematics such as ‘Mathematics Life Skills’ (NSW) and ‘General Mathematics’ (Vic) Table 3.8 Comparison of patterns of teaching for mathematics teachers of New South Wales, Victoria and Queensland Proportion of mathematics teachers (per state) teaching the following subjects and school levels J, M and S school mathematics S school: both intermediate and advanced subjects other (non-mathematics) Any school level J school M school S school NSW (n=715) VIC (n=897) 62.4% 29.2% 24.5% 15.0% 11.6% 11.9% 19.4% 5.1% 61.5% 35.1% 31.4% 32.9% QLD (n=451) J=Junior; M=Middle; S=Senior 34.6% 11.5% 64.3% 33.7% 45.0% 39.5% 14
Page 2 and 3: The Preparation of Mathematics Teac
Page 4 and 5: Contents Contents..................
Page 6 and 7: Table 6.3 Average age of secondary
Page 8 and 9: Recommendations: The Australian Cou
Page 10 and 11: • Heads of mathematics expressed
Page 12: Acknowledgements This report was pr
Page 15 and 16: Chapter 2: The study’s purpose, m
Page 17 and 18: Questions involving named school su
Page 19 and 20: Box 1: Definitions of selected term
Page 21 and 22: Table 3.1 Responses to survey of he
Page 23 and 24: 60.0% 50.0% 40.0% New South Wales Q
Page 25: Table 3.5 The number of respondents
Page 29 and 30: • The expectation of most heads w
Page 31 and 32: In light of the recognised differen
Page 33 and 34: Chapter 5: Mathematics teachers - t
Page 35 and 36: Table 5.2 Number of units of mathem
Page 37 and 38: 100% 80% 60% 40% major less than ma
Page 39 and 40: Table 5.6 Teachers’ perceptions o
Page 41 and 42: Table 5.7 Teachers’ comments rega
Page 43 and 44: Further analysis revealed a relatio
Page 45 and 46: 5.6 Tertiary qualifications of math
Page 47 and 48: Table 6.1 Responses received to the
Page 49 and 50: difference was marked by a ‘spike
Page 51 and 52: 400 350 300 250 200 150 100 50 0 20
Page 53 and 54: 250 200 < 5 yrs experience (n=479)
Page 55 and 56: Table 6.8 Career plans of early car
Page 57 and 58: Chapter 7: Recruiting and retaining
Page 59 and 60: In previous years I have had little
Page 61 and 62: 7.2 The career plans of mathematics
Page 63 and 64: (Yes) - Getting too old to teach PE
Page 65 and 66: have contributed to this trend, inc
Page 67 and 68: Chapter 8: What attracts people to
Page 69 and 70: 8.2 Suggestions for attracting more
Page 71 and 72: Chapter 9: Conclusions The growing
Page 73 and 74: Appendix 1: Schools surveyed - addi
Page 75 and 76: Table A1.4 Number of responses from
Page 77 and 78:
Appendix 3: Demographics of mathema
Page 79:
References Barrington, F. and Brown
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The preparation of Mathematics Teachers in Australia - ACDS

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