The preparation of Mathematics Teachers in Australia - ACDS

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30 25 20 15 10 5 0 20 - 24 25 - 29 30 - 34 35 - 39 40 - 44 45 - 49 50 - 54 55 - 59 60 - 64 65 plus all teachers* 3.8 8.4 10.2 10.5 14 20.8 20.4 9.3 2.5 0.1 mathematics teachers 3.2 9.8 8.3 10.3 12.1 14.6 25.9 13.5 2.0 0.2 age (years) Figure 6.3 Age distribution of teachers in government secondary schools: teachers generally (all disciplines), 2003; and mathematics teachers, 2005. * ‘All teachers’ data reported in MCEETYA 2005 report, and drawn from DEST survey of school staffing (2003). Data of mathematics teachers was collected in the present study (2005). There were also significant differences in the gender ratio of mathematics teachers between school sectors (p
400 350 300 250 200 150 100 50 0 20 - 24 25 - 29 30 - 34 35 - 39 40 - 44 45 - 49 50 - 54 55 - 59 60 - 64 65 plus female (n=1394) 54 169 140 174 199 208 291 130 25 4 male (n=1458) 29 118 119 143 176 245 347 222 47 12 age (years) Figure 6.4 Age distribution of secondary school mathematics teachers, by gender Table 6.5 Mean and median age of mathematics teachers, by gender All teachers (n=2852) Female teachers (n=1394) Male teachers (n=1458) mean age (years) median age (years) 44.0 42.4 45.4 46 44 49 In a comparison of Victoria, New South Wales, Queensland, South Australia and Western Australia (chosen due to the large size of the dataset for each state), there were differences in the pattern of teaching experience (p
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 and 26: Table 3.5 The number of respondents
Page 27 and 28: Table 3.7 Range of teaching respons
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: difference was marked by a ‘spike
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

The preparation of Mathematics Teachers in Australia - ACDS

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