Take a moment to read the article linked below.
Bottom line: California’s elementary math teachers are entering the classroom underprepared — lacking sufficient subject-matter and instructional training — just as the state mandates more rigorous and concept-focused math teaching statewide.
Some main points the are really sticking with me…
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The National Council on Teacher Quality looked at math teacher-preparation programs nationwide and found that three‑quarters of California’s programs received an “F”, including at several CSU campuses, due to insufficient instructional hours in algebra, geometry, probability, and teaching methods.
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On average, programs provided only a tiny fraction of the ~135 hours of training in mathematics instruction deemed necessary for a strong rating .
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This deficiency is especially concerning given the upcoming rollout of California’s updated K–12 Mathematics Framework, which emphasizes deeper conceptual teaching and will require teachers to master new content and pedagogy.
- For example, I’d guess nearly every teacher could successfully complete the DOK 1 task of converting the improper fraction \(\frac{7}{4}\) into the mixed number \(1\frac{3}{4}\). But far fewer teachers could complete the same math concept asked at a DOK 3 level: As you draw a number line, what decisions might you have to make so that you could represent 7 fourths on it?
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Experts stress that effective instruction involves not only content knowledge but also delivering math in ways students truly understand — and current prep programs are falling short.
- Numerous initiatives attempting to introduce effective teaching practices into the classroom such as 5 Practices, Building Thinking Classrooms, Responsive Math Teaching, Cognitively Guided Instruction, and Teaching Through Problem-Solving will always fall short if teachers do not understand the mathematics well enough to navigate the demands of student-centered instruction.
We have to do a better job of support teachers at all stages of their professional journey, ESPECIALLY during the important years of the credentialing programs.
California poorly trains and supports teaching math, report concludes
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