The preparation of Mathematics Teachers in Australia - ACDS

cent of heads of mathematics checking the highest category listed on the questionnaire, ‘>2 units’
(Table 4.2).
Teachers of senior school mathematics
The overwhelming majority of heads (96%) indicated that mathematics study beyond first year
university was necessary preparation for senior school mathematics teaching (Table 4.1). Most (80%)
required study to at least third year, and one in five required higher-level study. Similarly, the
requirement for the strongest grounding possible in teaching methods was favoured (64%), and
nearly all (93%) required at least two unit of mathematics teaching methods study (Table 4.2).
Many heads (n=233) expanded on their responses with written comments. Most emphasised the
need for disciplinary knowledge (29%), training in mathematics teaching skills (17%) or both (16%).
As a nation we must have people in the classroom who know the content [head of mathematics in a
school with 16 mathematics teachers; required mathematics study to 1 st year for junior school teachers, to
2 nd year for middle school teachers, and to 3 rd year for senior school teachers]
To teach with confidence a solid maths background is necessary [head of mathematics in a school with 25
mathematics teachers; required mathematics study to 2 nd year university for teachers of all year levels]
How can teachers be expected to impart the skills of ‘thinking mathematically’ if they themselves have not
been exposed to it? [head of mathematics in a school with 14 mathematics teachers; required
mathematics study to 2 nd year for junior school teachers, and to 3 rd year for middle and senior school
teachers]
Recent (ie last 10 years) graduates have excellent teaching methods and skills (which can be learnt on
the job) but poor maths skills (which can not be learnt on the job) [head of mathematics in a school with
21 mathematics teachers; required mathematics study to 1 st year for junior and middle school teachers
and to 3 rd year for senior school teachers; required 1 mathematics teaching method unit for all teachers]
In practice, the teaching methodology is more critical than the mathematical understanding, up to a point
[head of mathematics in a school with 12 mathematics teachers; required mathematics study to 2 nd year
university for teachers of junior and middle school, and to 3 rd year for teachers of senior school; required
>2 units of mathematics teaching methods for teachers of all year levels]
Many qualified their specification of necessary levels of study by stating that level of study was not the
only factor in developing effective mathematics teachers.
Many excellent teachers have had less that these and some poor teachers have had the (indicated)
levels. However, in general the best (teachers) have been suitably qualified in both areas or have been
outstanding teachers in another area and have had the abilities and motivation to adapt to teach
mathematics well ie personal motivation [head of mathematics in a school with 23 mathematics teachers;
required mathematics study to 3 rd year and mathematics teaching methods study at the highest level for
teachers of all school year levels]
I have master level mathematics in my degree and it doesn’t help teach 7-10. My experience and work
with numeracy and working mathematically is what makes it effective. HOWEVER! I find teachers that
have studied uni maths at a high level do so because they have a passion for it. This is very important.
Many of our teachers are entering maths teaching because they see at as ‘easy’ or a ‘job’ [head of
mathematics in a school with 5 mathematics teachers; required mathematics study for ‘0-3’ years for
teachers of junior and middle school, and to 2 nd year for senior school teachers]
Many excellent teachers have never studied ‘Mathematics Teaching Methods’ [head of mathematics in a
school with 12 mathematics teachers; required mathematics study to 2 nd year for junior school teachers,
and to 3 rd year for middle and senior school teachers; required 1 mathematics teaching method unit for all
teachers]
Some heads of mathematics commented that while these qualifications would be ideal, they could not
always be met by the teachers available.
The higher the level of math understanding the better; but we need teachers in country schools and some
maths in the degree is O.K. [head with 4 mathematics teachers in school; required mathematics study to
1 st year for junior school teachers, to 2 nd year for middle school teachers, and to 3 rd year for senior school
teachers]
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