Please register to participate in our discussions with 2 million other members - it's free and quick! Some forums can only be seen by registered members. After you create your account, you'll be able to customize options and access all our 15,000 new posts/day with fewer ads.
I think basic math skills are necessary. But, really, math should be taught by specialists, and even in elementary school, children should go to math lab, and recieve instruction by a qualified math educator.
I agree with this. I also think math students should be tracked (curriculum differentiated) at earlier grades. IMO the higher level students need a specialized math educator with higher math preparation/qualifications.
In Ohio, middle childhood teachers are licensed to teach two subjects grades 4th-9th, so there definitely seems to be a movement towards using more content-specific specialists in younger grades. Should that start even earlier?
In Ohio, middle childhood teachers are licensed to teach two subjects grades 4th-9th, so there definitely seems to be a movement towards using more content-specific specialists in younger grades. Should that start even earlier?
At younger ages it is difficult for many of them to adjust to multiple teachers. They need consistency. I do however agree with the trend of states making intermediate and middle school teachers specialists in the area/s they teach. Research has shown that the kids learn more.
At younger ages it is difficult for many of them to adjust to multiple teachers. They need consistency. I do however agree with the trend of states making intermediate and middle school teachers specialists in the area/s they teach. Research has shown that the kids learn more.
I agree that stability for really young students is important. For upper elementary students, I think a format of having two teachers each teaching two core subjects can work well.
I agree that stability for really young students is important. For upper elementary students, I think a format of having two teachers each teaching two core subjects can work well.
I do too. I think that would work well for 4th and 5th grade. K-3 still need the one teacher.
I think basic math skills are necessary. But, really, math should be taught by specialists, and even in elementary school, children should go to math lab, and receive instruction by a qualified math educator.
I partly agree. Math should be taught by people who can teach math, and if the best people to do that are specialists, then fine. However, one disadvantage of having the kids go to a special teacher is that the rest of the day becomes non-math. If I were a math specialist teaching math to several classes of children, I would want the regular classroom teacher to set aside additional time during the day for a math drill or game. When I taught elementary school, I had time set aside for math. In addition, I frequently had them do math for bellwork, and we had a math facts game/drill every afternoon. The children learn retain more when they see the math several times during the day. Also, while memorizing facts is extremely important, it should not take up a major part of the math learning time. It should be done throughout the day, with extra practice at home if necessary.
A second problem is that some classes would get math at a bad time of day. Morning is best, both because children are more alert (especially in schools without air conditioning) and because math shouldn't be threatened by minimum days, assemblies, practices, and the other things that take time from the classroom (usually in the afternoon).
I partly agree. Math should be taught by people who can teach math, and if the best people to do that are specialists, then fine. However, one disadvantage of having the kids go to a special teacher is that the rest of the day becomes non-math. If I were a math specialist teaching math to several classes of children, I would want the regular classroom teacher to set aside additional time during the day for a math drill or game. When I taught elementary school, I had time set aside for math. In addition, I frequently had them do math for bellwork, and we had a math facts game/drill every afternoon. The children learn retain more when they see the math several times during the day. Also, while memorizing facts is extremely important, it should not take up a major part of the math learning time. It should be done throughout the day, with extra practice at home if necessary.
A second problem is that some classes would get math at a bad time of day. Morning is best, both because children are more alert (especially in schools without air conditioning) and because math shouldn't be threatened by minimum days, assemblies, practices, and the other things that take time from the classroom (usually in the afternoon).
Good points all around. For schools that might consider the specialist route for lower grades, one way to make sure the rest of the day isn't non-math might be to develop curriculum and lessons in science and social studies that are interdisciplinary and incorporate as much math as possible. Not only could that assist in reinforcing math concepts, but it could help students to see connections between math and the world around them rather than just studying numbers/operations in isolation.
Rant over. To answer your question. I think every single teacher should should be able to pass college algebra. The college that I went to did not require it for non math teachers or elementary school teachers.
But if you're a Kindergarten teacher and the only math you're teaching is counting to 100, is that really necessary?
But if you're a Kindergarten teacher and the only math you're teaching is counting to 100, is that really necessary?
Maybe not. A kindergarten teacher should know that a square is a kind of rectangle, though. Teachers in higher grades find it very difficult to undo the "square" problem.
Also, plenty of teachers go through school thinking they'll teach K, 1, or 2. When the time comes to get a job, though, they take whatever is available. So yes, unless K is a separate certificate, the math is necessary.
But if you're a Kindergarten teacher and the only math you're teaching is counting to 100, is that really necessary?
Kindergarten teachers need to know where the concepts are going to lead to five, ten years down the road. If a teacher does not understand the later mathematical concepts, they are much more likely to make pedagogy errors like the one I mentioned earlier about long division.
If the only American History they will teach is about the pilgrims and the first Thanksgiving, should they have to take a college level American History class? After all, they are not going to be teaching about the Salem Witch Trials, The Industrial Revolution, or the Holocaust.
Colleges require basic survey classes in a wide variety of subjects. I don't understand about the brush back against college algebra. It's not an advanced topic and more than history, science, English, fine arts, etc.
Please register to post and access all features of our very popular forum. It is free and quick. Over $68,000 in prizes has already been given out to active posters on our forum. Additional giveaways are planned.
Detailed information about all U.S. cities, counties, and zip codes on our site: City-data.com.
Please register to participate in our discussions with 2 million other members - it's free and quick! Some forums can only be seen by registered members. After you create your account, you'll be able to customize options and access all our 15,000 new posts/day with fewer ads.
