View in EDS

Teacher Prep Review: Solving for Math Success

Saved in:
Bibliographic Details
Title: Teacher Prep Review: Solving for Math Success
Language: English
Authors: Graham Drake, Ron Noble, Heather Peske, National Council on Teacher Quality
Source: National Council on Teacher Quality. 2025.
Availability: National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org
Peer Reviewed: N
Page Count: 52
Publication Date: 2025
Sponsoring Agency: Bill and Melinda Gates Foundation
Walton Family Foundation
Phil Hardin Foundation
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Mathematics Achievement, Mathematics Instruction, Mathematics Skills, Teacher Education, Mathematics Teachers, Undergraduate Study, Graduate Study, Teaching Methods, Preservice Teacher Education, Preservice Teachers, Time Factors (Learning), Pedagogical Content Knowledge, Elementary School Mathematics
Abstract: Math skills are critical for students' success in other subjects and later in life, yet far too many teacher prep programs fail to give aspiring teachers the essential knowledge they need to be effective math teachers--undermining student learning before the first lesson even begins. To develop great math teachers, teacher prep programs must increase the time they spend on fundamental math concepts. Teachers need to know how to do more than just follow the steps in math to get the right answer. They need to know why those steps work. Setting program requirements is a difficult task, a balancing act of competing priorities vying for limited time. Program leaders have to consider state and university policy, as well as the full range of knowledge elementary teachers need. Even when focusing just on mathematics, programs must overcome two distinct challenges: (1) first, prep programs must carve out a sufficient number of credit hours to address the full range of content and pedagogical knowledge elementary teachers need to provide effective math instruction; and (2) once the necessary courses are in place, programs must then ensure that adequate time is allocated to cover each of the four key content topics: numbers & operations, algebraic thinking, geometry & measurement, and data analysis & probability; as well as mathematics-specific pedagogy. This analysis provides insight into where programs succeed and struggle on these two fronts. National Council on Teacher Quality's (NCTQ's) instructional hour targets under the Elementary Mathematics standard provide a benchmark for how much coursework programs should provide and how programs should distribute that course time. These targets are widely agreed upon by practitioners in the field. NCTQ derived these targets from feedback obtained during an open comment period in 2021 and recommendations from NCTQ's Expert Advisory Panel, a group of mathematicians, math educators, and representatives from teacher preparation programs. [Additional funding for this report was received from: Anschutz Foundation, Arthur & Toni Rembe Rock, Cedar Street Foundation, Finnegan Family Foundation, and Sidney A. Swensrud Foundation.]
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED671943
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED671943
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED671943
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teacher Prep Review: Solving for Math Success
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Graham+Drake%22">Graham Drake</searchLink><br /><searchLink fieldCode="AR" term="%22Ron+Noble%22">Ron Noble</searchLink><br /><searchLink fieldCode="AR" term="%22Heather+Peske%22">Heather Peske</searchLink><br /><searchLink fieldCode="AR" term="%22National+Council+on+Teacher+Quality%22">National Council on Teacher Quality</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22National+Council+on+Teacher+Quality%22"><i>National Council on Teacher Quality</i></searchLink>. 2025.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 52
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Bill and Melinda Gates Foundation<br />Walton Family Foundation<br />Phil Hardin Foundation
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Math skills are critical for students' success in other subjects and later in life, yet far too many teacher prep programs fail to give aspiring teachers the essential knowledge they need to be effective math teachers--undermining student learning before the first lesson even begins. To develop great math teachers, teacher prep programs must increase the time they spend on fundamental math concepts. Teachers need to know how to do more than just follow the steps in math to get the right answer. They need to know why those steps work. Setting program requirements is a difficult task, a balancing act of competing priorities vying for limited time. Program leaders have to consider state and university policy, as well as the full range of knowledge elementary teachers need. Even when focusing just on mathematics, programs must overcome two distinct challenges: (1) first, prep programs must carve out a sufficient number of credit hours to address the full range of content and pedagogical knowledge elementary teachers need to provide effective math instruction; and (2) once the necessary courses are in place, programs must then ensure that adequate time is allocated to cover each of the four key content topics: numbers & operations, algebraic thinking, geometry & measurement, and data analysis & probability; as well as mathematics-specific pedagogy. This analysis provides insight into where programs succeed and struggle on these two fronts. National Council on Teacher Quality's (NCTQ's) instructional hour targets under the Elementary Mathematics standard provide a benchmark for how much coursework programs should provide and how programs should distribute that course time. These targets are widely agreed upon by practitioners in the field. NCTQ derived these targets from feedback obtained during an open comment period in 2021 and recommendations from NCTQ's Expert Advisory Panel, a group of mathematicians, math educators, and representatives from teacher preparation programs. [Additional funding for this report was received from: Anschutz Foundation, Arthur & Toni Rembe Rock, Cedar Street Foundation, Finnegan Family Foundation, and Sidney A. Swensrud Foundation.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED671943
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED671943
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 52
    Subjects:
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Graduate Study
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Time Factors (Learning)
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
    Titles:
      – TitleFull: Teacher Prep Review: Solving for Math Success
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: National Council on Teacher Quality
      – PersonEntity:
          Name:
            NameFull: Graham Drake
      – PersonEntity:
          Name:
            NameFull: Ron Noble
      – PersonEntity:
          Name:
            NameFull: Heather Peske
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2025
          Titles:
            – TitleFull: National Council on Teacher Quality
              Type: main
ResultId 1