How we prepare children to understand and use mathematics is constantly evolving. There are documented Principles and Standards for School Mathematics that urges all of us to start building the foundations of mathematics success even before students enter kindergarten. A key element of preparing for student success is teacher preparation in mathematics. Their vision of  a  high-quality  mathematics  education  for  every  child demands that we find approaches for improving the mathematics  content  knowledge  and  pedagogy  of  all  teachers, especially elementary school teachers.

In most schools, teachers in grades K–6 are not mathematics specialists, nor have states asked them to be. As we reach for higher standards, we are faced with a challenge. How should we prepare elementary school teachers in mathematics and mathematics pedagogy?

We should work closely to determine viable approaches for providing appropriate mathematics content to pre-service and in-service elementary teachers. A Mathematics content that will help elementary teachers gain a greater understanding of the mathematics we expect them to teach. Such courses must help teachers become more skilled and fluent users of mathematics. Such courses must  also  help  teachers  better  understand  the  underlying ideas and relationships that are the foundation of the concepts, skills, and algorithms that students are taught.

We cannot expect elementary school teachers to master and maintain new knowledge and skills and enhance their current teaching practices without support from their local or regional colleges and universities. In addition to providing structured, ongoing professional development beyond school hours, school systems and professional mathematicians must find ways to give teachers more time to learn more mathematics during the school week.

It is time to develop viable partnerships. Excellence in mathematics teaching and learning cannot wait. We must prepare knowledgeable students of mathematics. We must develop flexible and resourceful problem solvers for the future. We must eliminate classrooms in which only a few students gain access to the best mathematics teaching and learning we have to offer. We must staff our classrooms at every grade level with well-prepared, knowledgeable mathematics teachers. We can achieve all of this and more if we join our experiences and talents to make the vision of a high-quality mathematics education for all children a reality.

By: Essel E. Reyes Alasasin E/S, Alasasin, Mariveles, Bataan