Status of Middle School Mathematics Teaching

1. Status of Middle School Mathematics Teaching 2000 National Survey of Science and Mathematics Education Dawayne Whittington Horizon Research, Inc.

2. The Survey • Based on the responses of 634 middle school mathematics teachers • Selected schools were located throughout the country.

3. The Typical Middle School Mathematics Teacher • Is a white female. • May have a Master’s degree. • May be retiring in the next 10 years. • Age categories were balanced.

5. Preparation for Teaching Middle School Mathematics • Nearly three-fourths of middle school mathematics teachers received their undergraduate degree in areas other than mathematics or mathematics education. • Roughly two-thirds have taken 8 or more courses in mathematics (the equivalent of a minor.) • Most have had college coursework in general teaching methods (92%) and methods of teaching mathematics (78%).

6. Preparation for Teaching Middle School Mathematics • NCTM recommends that middle school teachers have college coursework in the following areas: • Abstract Algebra • Geometry • Calculus • Probability and statistics • Applications of mathematics/ problem solving • History of Mathematics

7. Preparation for Teaching Middle School Mathematics • Here’s how current middle school teachers stack up with these courses: • Abstract Algebra (22%) • Geometry (47%) • Calculus (43%) • Probability and statistics (56%) • Applications of mathematics/problem solving (27%) • History of Mathematics (16%) In addition, the data indicate that approximately 1 of every 4 middle school math teachers have not had any of these recommended courses. Only 11% reported that they had coursework in five of these six recommended areas.

8. Teacher Perceptions of Their Preparation • Teachers feel at least adequately qualified to teach these topics: • Numeration and number theory • Computation • Estimation • Pre-algebra • Patterns and relationships • Geometry • Probability • Data collection and analysis • They felt less than adequately qualified to teach these topics: • Functions • Statistics • Topics from discrete math • Calculus • Mathematical structures • Using technology in instruction

9. Teachers’ Perceptions of Pedagogy • NCTM Standards: • Familiarity with Standards - 83% • Agree with Standards – 76% • Implement the Standards – 79% • Use of Instructional Strategies: • Encourage female participation in mathematics - 95% • Use questioning to gauge understanding– 91% • Use cooperative groups – 86% • Use hands-on project-based work – 77% • Use technology to gather/analyze data – 65% • Involve parents – 54% • Use Internet for general reference – 37% • Teach students with limited English – 22% • Use Internet for collaborative projects – 22%

10. Professional Development Eighty percent (80%) of middle school teachers report a need for professional development in the use of technology in mathematics instruction.

11. Professional Development Middle school teachers also feel a need for professional development in using inquiry-based instruction (65%), teaching students with special needs in the regular classroom (60%), on understanding student thinking (46%), assessing student learning (36%), and to deepen their own content knowledge (31%).

12. Professional Development • Only 31% reported spending more than 35 hours in mathematics-related professional development in the last three years. • The workshop is the most common form of professional development. • Fewer than a third have attended a state or national conference. • Only 24% have taken a formal college/university course. Almost half have not taken one since 1990.

13. Typical Middle School Classroom • Has 22 students with equal numbers of males and females. • Non-Asian minorities make up 28% of the class. • Heterogeneous classes with at least two or more ability levels make up 38% of all middle school mathematics classes.

14. Middle School Mathematics Instruction • Middle school math teachers report placing a heavy emphasis on these objectives: • Learning mathematical concepts (88%) • Learning how to solve problems (81%) • Learning to reason mathematically (71%) • Developing computational skills (57%) • Preparing for standardized tests (34%) • Learning about the history and nature of mathematics (3%)

15. Middle School Instructional Strategies • Teachers report that they place a heavy emphasis on conceptual understanding and mathematical reasoning. • However, the data indicates that the predominant instructional strategies involve students answering textbook or worksheet questions. • Discussions were a part of the lesson in 91% of the classes reported. • Mathematical communication through writing reflections never occurs more than 1/3 of math classes. • Using manipulatives and working in small groups each only account for 10% of the class period. • Computers are predominantly used for drill and practice.

16. Instructional Resources • The vast majority of teachers (91%) report using the textbook to guide instruction. Most rated these as good to excellent and reported that they covered 75% of the material. • Most math teachers use an overhead projector. • The most popularly used calculator is the four function calculator. It is surprising that 62% of respondents indicated that graphing calculators were not needed. • Only 10% of teachers expressed a need for equipment such a calculator/computer interfacing device that was unavailable.

17. Implications • There is a need for many middle school mathematics teachers to upgrade their skills. • Incorporating the use of technology into mathematics instruction is seen as the most pressing need for professional development. • Although most teachers report an awareness and agreement with the NCTM Standards, their current practices do not reflect their implementation. • Teachers rely heavily on rote drill and practice to strengthen students’ conceptual understanding, although this practice may be ill-suited to this purpose.