The preparation of Mathematics Teachers in Australia - ACDS

Chapter 9: Conclusions
The growing shortage in mathematics teachers
The findings from this study highlight the importance of attracting more people to careers in
mathematics teaching. Many secondary schools are struggling to staff mathematics classes with
suitably qualified teachers. Experienced teachers are being moved from lower year levels to cover
senior school mathematics teaching, leaving teachers from other subject areas such as science to
cover the gaps in junior and middle school mathematics teaching. And heads of mathematics
departments in schools predict that the situation is set to worsen in coming years.
The age profile of mathematics teachers in Australia is a further cause for concern, particularly in light
of current staff shortages. Many schools report low turnover of mathematics teachers to date, but
state that this is about to change. Like many other professions in Australia, the teaching profession is
an ageing one. Large numbers of highly experienced mathematics teachers will retire in the next five
to ten years. In addition, the ‘experience’ profile of mathematics teachers means that long service
leave is an important factor in workforce planning. Even schools that have yet to experience difficulty
filling continuing positions are concerned by the shortage of suitable teachers to cover classes when
staff take extended periods of leave.
Most teachers of senior school mathematics are mathematics specialists. They teach mathematics
classes across a range of year levels, but have limited involvement in teaching other subjects. On
average they have the strongest mathematics-specific qualifications and the most teaching
experience. Most heads of mathematics departments in schools require teachers of senior school
mathematics to have at least a major in the discipline. Preparation for the replacement of these
teachers in coming years presents a challenge for universities. Increasing numbers of graduates with
high-level mathematics knowledge and teaching skills will be needed by secondary schools.
The earlier years of mathematics schooling also deserve attention. Many junior school mathematics
classes are taken by teachers whose mathematics background is limited. These teachers are the
most likely to teach other subjects, such as science at junior and middle school. They are younger,
less experienced and the least satisfied with their tertiary preparation for their current teaching role.
Heads of mathematics departments are also less satisfied with their schools’ strength in mathematics
teaching at the more junior school levels. If teachers are to be expected to teach both science and
mathematics, they need suitable preparation in both disciplines.
What constitutes effective preparation for teaching mathematics?
Mathematics teachers need a strong tertiary background in mathematics as a discipline. They also
need practical teaching skills specific to teaching mathematics. Tertiary studies with integrated inschool
experience are highly valued, and the further development of these skills should be fostered
during the early years of school placement.
Tertiary preparation that included high level mathematics study was valued by both mathematics
teachers and heads of mathematics departments in schools. The fact that the specific mathematics
concepts and topics taught at university are often not introduced at secondary school was
acknowledged. However, teachers’ development of higher level understanding was seen as essential
preparation for conveying both concepts and enthusiasm.
Education studies that included practical experience and teaching method subjects specific to
mathematics were highly valued by the teachers surveyed. The most passionate comments from
teachers regarding their tertiary training referred to the need for extensive in-school experience,
integrated with the on-campus components of their teacher training. Teachers with the highest levels
of mathematics teaching methods studies were among the most satisfied with their tertiary
preparation for their teaching duties. Teachers believed that some aspects of their education studies
were less relevant for pre-service courses, typically describing these as ‘too theoretical’.
Retaining mathematics teachers in schools
Fewer than half the teachers surveyed were confident that they would be teaching mathematics in five
years time. In addition to those considering retirement, teachers cited the stressful nature of the job
and uncertain tenure as influences leading to their uncertainty. Major curriculum changes in Western
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