Teaching Mathematics: Wisconsin
Elementary Teacher Preparation Policy
Analysis of Wisconsin's policies
Mathematics Content Test Requirements: Wisconsin requires that all new elementary teacher candidates pass a general subject-matter test, Praxis II Elementary Education: Content Knowledge (5018) test. This commercial test lacks a specific mathematics subscore, so it may be possible to fail the mathematics portion and still pass the test. Further, while this test does cover important elementary school-level content, it barely evaluates candidates' knowledge beyond an elementary school level, does not challenge their understanding of underlying concepts and does not require candidates to apply knowledge in nonroutine, multistep procedures.
Mathematics Preparation Standards: Although Wisconsin requires that all teacher candidates complete a general education program that includes mathematics, the state specifies neither the requisite content of these classes nor that they must meet the needs of elementary teachers. Wisconsin's program approval standards for elementary preparation programs reference the Association for Childhood Education International (ACEI) standards for approving its elementary
programs. ACEI standards address content in mathematics foundations, but
these standards lack the specificity needed to ensure that teacher
preparation programs deliver other mathematics content of appropriate
breadth and depth to elementary teacher candidates.
Recommendations for Wisconsin
Require all teacher candidates who teach elementary grades to pass a rigorous mathematics assessment.
Wisconsin should assess mathematics content with a rigorous assessment tool, such as the Massachusetts Tests for Educator Licensure (MTEL) mathematics test, which evaluates mathematics knowledge beyond an elementary school level and challenges candidates' understanding of underlying mathematics concepts. Such a test could also be used to allow candidates to test out of coursework requirements. To help ensure that all students are taught by a teacher who has demonstrated adequate mathematics content knowledge, teacher candidates who lack this knowledge should not be eligible for licensure.
Require teacher preparation programs to provide mathematics content specifically geared to the needs of elementary teachers.
Wisconsin must ensure that new teachers are prepared to teach the mathematics content required by the Common Core State Standards. Although ACEI standards require some knowledge in key areas of mathematics, Wisconsin should require teacher preparation programs to provide mathematics content specifically geared to the needs of elementary teachers. This includes specific coursework in foundations, algebra and geometry, with some statistics coursework. To help ensure that all students are taught by a teacher with adequate mathematics content knowledge, teacher candidates who lack this knowledge should not be eligible for licensure.
State response to our analysis
Wisconsin stated that its main elementary license is the Regular Education at the Middle Childhood-Early Adolescence developmental level (grades 1-8). All candidates must pass the Praxis II Middle School Content Knowledge (5146) exam to receive this license. This test covers mathematics concepts and skills at a much deeper level than the Elementary Education Content Knowledge test that was used for analysis.
Updated: December 2017
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Wisconsin
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How we graded
2B: Teaching Elementary Mathematics
- Content Knowledge: The state should require:
- All elementary teacher candidates to pass a rigorous elementary math content exam in order to attain licensure.
- Teacher preparation programs to deliver elementary math content coursework of the appropriate breadth and depth to all elementary teacher candidates. This coursework should build a strong conceptual foundation in elementary math topics and should align with recommendations of professional associations such as the Conference Board of the Mathematical Sciences and the National Council of Teachers of Mathematics.
The entire goal score may be earned based on the following:
- Full Credit: The state will earn full credit if it requires new elementary teachers to pass a math content test or separately scored math subtest prior to obtaining licensure.
- One-quarter credit: If the state does not require a math content test, but adequate math teacher preparation standards exist, it is eligible for one-quarter of a point.
Research rationale
Required math coursework should be tailored in both design and delivery to the unique needs of the elementary teacher. Aspiring elementary teachers must acquire a deep conceptual knowledge of the mathematics that they will teach, moving well beyond mere procedural understanding.[1] Their training should focus on the critical areas of numbers and operations; algebra; geometry; and, to a lesser degree, data analysis and probability.
To ensure that elementary teachers are well trained to teach the essential subject of mathematics, states must require teacher preparation programs to cover these four areas in coursework that is specially designed for prospective elementary teachers.[2] Leading mathematicians and math educators have found that elementary teachers are not well served by courses designed for a general audience and that methods courses also do not provide sufficient preparation.[3] According to Dr. Roger Howe, a mathematician at Yale University: "Future teachers do not need so much to learn more mathematics, as to reshape what they already know."
States' policies should require preparation in mathematics of appropriate breadth and depth and specific to the needs of the elementary teacher. Reports by NCTQ on teacher preparation, beginning with No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools (2008) and continuing through the Teacher Prep Review, have consistently found few elementary teacher preparation programs across the country providing high-quality preparation in mathematics.[4] Whether through standards or coursework requirements, states must ensure that their preparation programs graduate only teacher candidates who are well prepared to teach mathematics.
Many state tests offer no assurance that teachers are prepared to teach mathematics. An increasing number of states require passage of a mathematics subtest as a condition of licensure, but many states still rely on subject-matter tests that include some items (or even a whole section) on mathematics instruction. However, since subject-specific passing scores are not required, one need not know much mathematics in order to pass. In fact, in some cases one could answer every mathematics question incorrectly and still pass.[5] States need to ensure that it is not possible to pass a licensure test that purportedly covers mathematics without knowing the critical material.
The content of these tests poses another issue: these tests should properly test elementary content but not at an elementary level. Instead, problems should challenge the teacher candidate's understanding of underlying concepts and apply knowledge in nonroutine, multistep procedures.[6] The MTEL test required by both Massachusetts and North Carolina remains the standard bearer for a high quality, rigorous assessment for elementary teachers entirely and solely focused on mathematics.
[1] For evidence on the benefits of math content knowledge on student achievement, see: Kukla-Acevedo, S. (2009). Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement. Economics of Education Review, 28(1), 49-57.; Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American educational research journal, 42(2), 371-406.
[2] For information on the mathematics content elementary teachers need to know, see: National Council of Teachers of Mathematics. (2005, July). Highly qualified teachers: A position of the National Council of Teachers of Mathematics.; See also: Conference Board of the Mathematical Sciences. (2001). The mathematical education of teachers (Vol. 11). American Mathematical Society.
[3] For evidence that new teachers are not appropriately prepared to teach mathematics, see: Greenberg, J., & Walsh, K. (2008, June). No common denominator: The preparation of elementary teachers in mathematics by America's education schools. National Council on Teacher Quality. Retrieved from http://www.nctq.org/dmsView/No_Common_Denominator_NCTQ_Report
[4] National Council on Teacher Quality. (2016, December). Landscapes in teacher prep: Undergraduate elementary. National Council on Teacher Quality's Teacher Prep Review. Retrieved from http://www.nctq.org/dmsView/UE_2016_Landscape_653385_656245
[5] For information on where states set passing scores on elementary level content tests for teacher licensing across the U.S., see chart on p. 13 of: National Council on Teacher Quality. (2011). Recommendations for the reauthorization of the Elementary and Secondary Education Act. Retrieved from http://www.nctq.org/p/publications/docs/nctq_eseaReauthorization.pdf
[6] National Council of Teachers of Mathematics (2005, July). Highly qualified teachers: A position of the National Council of Teachers of Mathematics.