The preparation of Mathematics Teachers in Australia - ACDS

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Table A1.2 Number of responses from schools: grouped by state/territory and country/metropolitan classification. Schools represented by teacher response(s), head response, or both Country schools Metropolitan schools number of schools surveyed number of schools represented in dataset response rate % number of schools surveyed number of schools represented in dataset response rate % ACT * * * 44 16 36 NSW 427 129 30 433 113 26 NT 55 7 13 16 7 44 QLD 355 92 26 135 46 34 SA 118 36 31 141 61 43 Tas 49 15 31 51 14 27 Vic 247 85 34 403 117 29 WA 160 36 23 174 67 39 all states/ territories 1411 400 28 1397 441 32 * No schools listed in this classification Table A1.3 Number of responses from schools: grouped by school size (ie student enrolment). Schools represented by teacher response(s), head response, or both number of students enrolled number of schools surveyed number of schools represented in dataset response rate % < 101 564 75 13 101 – 200 266 67 25 201 – 400 404 134 33 401 – 600 395 153 39 601 – 800 406 146 36 801 – 1000 318 114 36 > 1000 310 111 36 unclassified 145 41 28 2808 841 30 61
Table A1.4 Number of responses from schools: grouped by year levels offered. Schools represented by teacher response(s), head response, or both. year levels offered by school total number of schools surveyed schools represented in dataset n % response rate % J 43 8 1.0 19 J + M 433 68 8.1 16 J + M + S 2145 703 83.6 33 M + S 65 22 2.6 34 S 108 40 4.8 37 unknown 14 0 0 0 2808 841 100 30 J=junior school; M=middle school; S=senior school 62
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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
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• 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 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: Appendix 1: Schools surveyed - addi
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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