The National Mathematics Advisory Panel recently announced its recommendations for improving mathematics instruction in America’s schools. The full report is here [pdf] and a shorter factsheet is here [pdf]. Find links to everything at the NMAP page on the US Department of Ed website.
Among the panel’s 45 recommendations were several dealing specifically with teachers and teaching, which revealed a massive lack of data on teacher effectiveness.
- Further research is needed to identify and more carefully define the skills and practices underlying...differences in teachers’ effectiveness, and how to develop them in teacher preparation programs. (16)
- [B]ecause most studies have relied on proxies for teachers’ mathematical knowledge (such as teacher certification or courses taken), existing research does not reveal the specific mathematical knowledge and instructional skill needed for effective teaching, especially at the elementary and middle school level. (17)
- [E]xisting research on aspects of teacher education, including standard teacher preparation programs, alternative pathways into teaching, support programs for new teachers (e.g., mentoring), and professional development, is not of sufficient rigor or quality to permit the Panel to draw conclusions about the features of professional training that have effects on teachers’ knowledge, their instructional practice, or their students’ achievement. (18)
So, we don’t know what skills and practices are exhibited by effective teachers, how to measure teachers’ mathematical knowledge, or what impact teacher training has on teacher quality. I feel like there’s something wrong with this. Doesn’t this data
have to exist? If it doesn’t, I’m afraid that it never will. Because it just doesn’t seem possible that nobody has asked these questions before.
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