THE CRITICAL ROLE OF TWO-YEAR COLLEGES IN THE PREPARATION OF TEACHERS OF MATHEMATICS: SOME STRATEGIES THAT WORK

Abstract

Providing high-quality mathematics instruction in the classrooms of the future is essential to the development of educated citizens and a competent workforce. W hile this need is growing, the United States is facing a critical teacher shortage. An estimated two million teachers are needed, and this situation will only worsen in the next decade. An increasing number of prospective teachers begin their college experience at two-year colleges, and many future elementary and middle school teachers take all of their college-level mathematics and science coursework at these institutions. Two-year colleges must be integrally involved in teacher recruitment and preparation. The National Science Foundation report Investing in Tomorrow's Teachers recommends two-year college involvement in teacher preparation, including recruitment of prospective teachers; strengthened undergraduate courses; preteaching experiences; liaisons between two-year colleges and four-year institutions; and connections with business, industry, and professional societies. The American Mathematical Association of Two-Year Colleges (AMATYC) has several strong teacher preparation activities and related guidelines. One successful model for two-year college involvement is the National Science Foundation-funded collaboration between Reynolds Community College and other two-year and four-year institutions in the area that has produced new and redesigned courses and a Teaching Apprentice Program. An emphasis on preparing prospective teachers to take licensure testing in mathematics is addressed through another program. A statewide initiative of the Virginia Community College System has produced a set of policy recommendations developed via a statewide task force and colloquium.