Needed: More Better Prepared Junior High School Mathematics Teachers

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Needed: More Better PreparedJunior High SchoolMathematics Teachers

John H. TrentUniversity of Nevada National Science Foundation (NSF) isReno. Nevada 89557 g^g ^ p^^y ^ programs de-

signed to up-grade the mathematics con-tent background and teaching tech-niques of junior high school mathemat-ics teachers.1 They state: "Beginning in1985, the Foundation is focusing espe-cially on projects that strengthen scienceand mathematics education for studentsat the middle/junior high school andelementary level, the critical years whenconcepts and attitudes are shaped forlife." The Title II program of the Edu-cation for Economic Security Act

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(EESA) is currently providing funds for traineeships for new mathematics teach-ers, retraining teachers in other fields who desire to become qualified to teachmathematics, and in-service training for elementary and secondary teachers ofmathematics.2On September 24, 1985, USA Today reported that the Council for Basic Edu-

cation had released a report indicating that thousands of educators are teachingcourses in which they lack proper certification and that this was hurting the qual-ity of instruction in USA schools. <( The most damaging consequence of out-of-field assignment is its negative impact on the quality of teaching and the educa-tion students receive,’ " says the nationwide report.3 The misassignment ofteachers exists tt ’in virtually every state,’ " says council deputy director DennisGray. He predicts the problem will worsen as pupil enrollment expands andschools toughen academic standards by adding math and science courses. Whenshortages exist in math and science, the report states that administrators oftenassign instructors outside those fields.Many reports indicate that there is currently a shortage of mathematics

teachers in our secondary schools. 4’5’6 How severe is this shortage in the juniorhigh area? How does this shortage affect the quality of junior high schoolteacher preparation? Are junior high school teachers receiving adequate educa-tion in the content and methods of teaching junior high school mathematics? Are

School Science and MathematicsVolume 87 (2) February 1987

Teachers With Better Preparation 101

universities providing relevant programs for junior high teachers in the areas ofboth pre- and in-service education? What are the essential elements of a good in-service program for junior high school mathematics teachers? Are teachers whoare themselves unprepared in mathematics and who "fear" mathematics cur-rently teaching our junior high school children?

In order to determine the answers to the above questions, the adequacy ofjunior high school mathematics teacher preparation, recommendations for in-service programs, and whether or not a shortage of well-trained junior highteachers actually existed, a survey form was sent to the fifty state departments ofeducation and a random sample of colleges of education at state universities.The questions asked to the state mathematics consultants and mathematics edu-cators and the responses and comments received are listed in Tables I and II.An examination of Tables I and II shows that the responses received from

state departments of education and colleges of education are very similar.TABLE I

Summary of Results from State Department of Education Survey onJunior High Mathematics Teacher Preparation

Would you please give your opinions, estimations, or perceptions on the questions listedbelow as they relate to your state:

1. Do you feel that junior high school mathematics teachers are receiving adequate edu-cation in:(a) Methods of Teaching Yes 6 No 27

(b) Content Yes 9 No 23

Comments: Many junior high teachers are certified as elementary teachers and haveonly one or two courses in math. Need to know more about needs of children this age;not more math. Math background generally adequate.

2. Is there a shortage of well trained junior high school math teachers in your area?Many emphasized shortage of well trained teachers. Yes 28 No 5

3. What can be done to get more "good" people to go into junior high math teaching?Increase salaries, status, working conditions of teachers, incentives. Training shouldbe up-graded. Use mass media to recruit and to show a better image of teaching. Makeloans available to new math undergraduates.

4. Do universities and states have relevant curricula for preparing junior high schoolmathematics teachers?

Yes 12 No 21

Explain:Curriculum is satisfactory, but better students do not go into math teaching. Mostprograms are for senior high teachers and do not focus on junior high content andmethods. Few states have good programs.

5. Should there be a separate curriculum for preparing junior high math teachers?Yes 20 No 12

Explain:Methods courses should be specific to junior high teaching. Courses should includealgebra, geometry, and problem solving and not advanced mathematics. The needs of


102 Teachers With Better Preparation

junior high math teachers are different from both elementary and high schoolteachers. A few stated that more high level courses in math should be required.

6. How adequate are the inservice programs in your state for junior high math teachers?Extremely Adequate 1 Fairly Adequate 12

Somewhat Inadequate 8 Very Inadequate 12

How could they be improved?Title II funds are helping. More teacher input should be used. Stress both content andteaching strategies. Most programs are not specifically for junior high teachers. Needmore cross-curriculum workshops. More on "how to teach math."

7. Do junior high teachers in your area generally have "fear" of mathematics courses of-fered by university math departments?

Yes 21 No 12

Explain:These teachers are not math students, don’t like math, and don’t feel that they cansucceed in math. Those who are high school teachers or those with a major do not fearmath.

8. Is there a university in your area that has a program leading to a master’s degree injunior high mathematics teaching?

Yes 6 No 26

If yes, please give name and address of University:Four states listed schools.

9. What do you consider to be the most essential elements of an inservice program de-signed to upgrade the teaching skills and math content of junior high school mathe-matics teachers with weak backgrounds?a) Math content should be appropriate to teaching assignment. Should include obser-vation of other teachers and peer instruction, b) Emphasize connection between themath teachers are studying and the math they teach. Courses should emphasize juniorhigh math. c) Focus on methods of teaching mathematics, d) More use of concreteobjectives and manipulatives. e) More emphasis on problem solving skills and use ofcomputers, f) Should be based on needs as perceived by teachers, g) More instruc-tions on use of manipulatives. h) Include more on diagnosis and remediation. i) Con-tent should go up to calculus, j) Math content should be mainly high school math.k) Methodology and content should be inter-related. 1) Teachers should teach otherteachers in workshops, m) Should include classroom management, questioning, anduse of audio visual materials.

10. Using your best estimate, what percentage of the junior high school teachers of mathin your area have at least a:(option given highest percentage by the State)(a) major in math (30 credits or more) 10%

(b) minor in math (10-29 credits) 8%

(c) less than a minor in math (15 credits or less) 14%

TOTAL 100%Comments:Situation is getting worse as math requirements are increased. Larger cities havehigher percentages.


Teachers With Better Preparation \03

11. Is the amount and quality of training for teachers in your state adequate in the follow-ing areas:(a) use of manipulates and hands-on materials?

Yes 2 No 28

(b) teaching and content of elementary math?

(c) teaching and content of junior high math?

(d) teaching and content of high school math?

(e) observing other math teachers?

(f) diagnosis and remediation of learning difficulties?

Yes4No 28

Yes6No 25

Yes 23No 8

Yes4No 27

Yes 3 No 28

12. (a) Does your state have a teaching credential specifically for the teaching of juniorhigh mathematics?

Yes 6 No 25

(b) If not, would your state department consider such a requirement?Yes 8 No 8 Don’t Know 16

The above results are based upon returns received from thirty-four (68%) of the State De-partments of Education.

TABLE II

Summary of Results from State University Colleges of EducationJunior High Mathematics Teacher Preparation

Would you please give your opinions, estimations, or perceptions on the questions listedbelow as they relate to your state:1. Do you feel that junior high school mathematics teachers are receiving adequate edu-

cation in:(a) Methods of Teaching Yes 6 No 21

(b) Content Yes 6 No 21

Comments: Middle school teachers can teach math with as little credit in math asthree hours. Those with elementary backgrounds lack math content. Teachers only re-quired to take one to three math courses. Many are certified as elementary teachers.

2. Is there a shortage of well trained junior high school math teachers in your area?Yes 24 No 3

3. What can be done to get more ’ ’good" people to go into junior high math teaching?Persuade high school math teachers to teach at this level. Set up programs in matheducation for junior high teachers. Make teaching exciting and attractive. Better payand working conditions. Decrease class size. Have a career ladder. Use supply/de-mand law.

4. Do universities and states have relevant curricula for preparing junior high schoolmathematics teachers?

Yes 8 No 19



Explain:Few students choose their area of concentration to be math. Usually it is a combina-tion of elementary and high school teacher preparation programs. It is the certifica-tion laws, not the preparation. State requirements are too low. Need better communi-cation between teachers and universities. Many states issue provisional certificates.

5. Should there be a separate curriculum for preparing junior high math teachers?Yes 16 Noll

Explain:Junior high school students have different characteristics and needs. No, but we needto limit those who teach math to those who are trained. Some components are uniqueto junior high level. Need more methods courses, not content.Favor the same preparation program for both junior and senior high math teachers.Junior high teachers can benefit from techniques used by elementary and high schoolteachers. K-8 preparation inadequate; high school preparation is too much.

6. How adequate are the inservice programs in your state for junior high math teachers?Extremely Adequate 1 Fairly Adequate 12

Somewhat Inadequate 10 Very Inadequate 4

How could they be improved?Should be more programs specifically for junior high teachers. A statewide inserviceprogram in math is planned for 1986-87. Number of programs should be increasedand teachers should be paid for attendance or given release time and other incentives.

7. Do junior high teachers in your area generally have "fear’’ of mathematics courses of-fered by university math departments?

Yes 23 No 4

Explain:Many have no recent work in math. Many are elementary teachers. Math coursesavailable are not appropriate for them. The courses they can handle are often at the200 level and they are not acceptable for promotion and salary increases. Most haveonly minimal backgrounds. Need more math classes; no incentive to take undergradclasses in math.

8. Is there a university in your area that has a program leading to a master’s degree injunior high mathematics teaching?

Yes 2 No 25

If yes, please give name and address of University:One listed address of a university.

9. What do you consider to be the most essential elements of an inservice program de-signed to upgrade the teaching skills and math content of junior high school mathe-matics teachers with weak backgrounds?(a) More math in number theory, algebra, geometry, computers.(b) More on problem solving and estimation.(c) More methods courses.(d) More on remediation and diagnosis. Courses need to emphasize laboratory ap-proach and activities.(e) Provide teachers with working models.(f) Teachers need a thorough understanding of major junior high math concepts andhow to develop these concepts.(g) Need a junior high methods course.(h) Courses should be relevant to curriculum, be realistic and practical.



(i) More emphasis on Piagetian research and its application.(j) Include teachers in curriculum development.(k) College math teachers should know how to teach teachers.(1) Teaching skills are the problem.(m) How to get more "time on task" is the problem.

10. Using your best estimate, what percentage of the junior high school teachers of mathin your area have at least a:Option with highest percent Number

(a) major in math (30 credits or more) 3

(b) minor in math (16-29 credits) 12

(c) less than a minor in math (15 credits or less) 12

Comments:One state has 100 percent of its math teachers with less than a minor in math.

11. Is the amount and quality of training for teachers in your state adequate in the follow-ing areas?(a) use of manipulates and hands-on materials?

Yes 9 No 18

(b) teaching and content of elementary math?

(c) teaching and content of junior high math?

(d) teaching and content of high school math?

(e) observing other math teachers?

(f) diagnosis and remediation of learning difficulties?

Yes 7No 20

Yes7No 20

Yes 21No 6

Yes 8No 19

Yes 3 No 24

12. (a) Does your state have a teaching credential specifically for the teaching of juniorhigh mathematics?

Yes 5 No 22

(b) If no, and if your state department of education were to initiate such a credential,would your university be willing and able to offer a program leading to certification inthis area?

Yes 16 No 10

The above results are based upon returns received from twenty-eight state uni-versity colleges of education. As a random sample of forty colleges was used,this represents a return rate of seventy percent.

An analysis of the results of state mathematics consultants and college of edu-cation mathematics educators indicates the following:

1. Junior high mathematics teachers are not receiving adequate educationin either content or methods;

2. There is a shortage of well trained junior high math teachers;



3. Universities do not have relevant curricula for preparing junior highmath teachers;

4. There should be a separate curriculum for preparing junior high mathteachers;

5. In-service programs for junior high math teachers are inadequate;6. Junior high teachers "fear" math courses;7. Few universities offer programs leading to a master’s degree in junior

high math teaching;8. A majority stated that most junior high school teachers have only a

minor or less in math;9. The amount and quality of training is inadequate in (a) use of manipu-

latives, (b) teaching of and content of elementary and junior highmathematics, (c) opportunities to observe other teachers, and (d) diag-nosis and remediation of learning difficulties. Further, a majoritystated that their state offered no credential in junior high school mathteaching.

it. . . junior high school mathematics teachers are not re-ceiving adequate preparation in either mathematics contentor methods . . /’

One conclusion of this study is that junior high school mathematics teachersare not receiving adequate preparation in either mathematics content or methodsof teaching mathematics. Hence steps should be taken by school districts andcolleges of education to provide adequate and relevant pre- and in-service educa-tion for junior high school teachers.Another conclusion is that there is a severe shortage of properly trained junior

high school mathematics teachers. This is supported by the finding that amajority of junior high school mathematics teachers have only a minor or less inmathematics. As indicated earlier, it appears that this problem will worsen asschools increase mathematics graduation requirements. Local, state, and federalagencies must address the question, "How can we get more junior high schoolmathematics teachers with better preparation?"

References

National Science Foundation. Teacher Enhancement and Informal Science Education,0MB 3145-0058 (12-31-85), 1.



Federal Register, Vol. 49, No. 225, November 1984, Proposed Rules, Department of Edu-cation State grants for Strengthening the Skills of Teachers and Instruction in Mathe-matics, Science, Foreign Languages and Computer Learning, page 45834-45841.

Kanengiser, Andy. Are too many teachers out of their element? USA Today, September 24,1985.

Akin, J. N. Teacher supply and demand: a recent survey. TheASCUS annual 1984, Asso-ciation for School, College and University Staffing, Madison, WI, 1983, 4-6.

Gerlovich, J. A. and T. G. Howe. Where the jobs are. The Science Teacher, March 1983,56-59.

Shymansky, J. A. and B. G. Aldridge. The teacher crisis in secondary school science andmathematics. Educational Leadership, November 1982, 61-62.

TDRS SUPPORT OF STS-9

Spacelab-1 inaugurated a new era in high speed space communications when itbegan relaying data to ground laboratories from nearly 40 scientific instrumentsthrough the shuttle Orbiter STS-9 and TRW-built Tracking and Data Relay Sat-ellite (TDRS-1).

Since the arrival of the TDRS-1 satellite in its proper orbit on June 29thground operators have intensively tested it in preparation to support the Space-lab-1 mission, including dynamic tests conducted with the Orbiter STS-8.

Spacelab’s experiments depend upon TDRS-1 to transmit its scientific data tothe mission’s Payload Operations Control Center (POCC) at Johnson SpaceCenter (JSC), Houston, Texas, and the Spacelab Data Processing Facility(SLDPF) at Goddard Space Flight Center, Maryland. The high data rate Ku-band transmissions from Spacelab cannot be received by ground stations inNASA’s global Spacecraft Tracking and Data Network (STDN).

Spacelab does not have its own communications system, but relies instead onthe Orbiter to transmit its data to ground. Spacelab will maintain contact withthe POCC and the SLDPF through the use of the Orbiter/TDRS-1 Ku-bandcommunications system. This network provides the capability to downlink highand low data rate telemetry, analog data or video and voice to the ground, aswell as uplink ground command and voice signals.The command and data management subsystem on Spacelab-1 provides sup-

port functions such as data acquisition, command, display and recording. It in-cludes three identical computers and peripheral equipment, one computer dedi-cated to Spacelab payloads, one dedicated to subsystems, and one back-up com-puter for either of the two dedicated computers.


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Needed: More Better Prepared Junior High School Mathematics Teachers