Who Should Lead Mathematics Instruction at the Elementary School Level? A Case for Mathematics Specialists

Abstract

We frequently ask students in our preservice elementary mathematics methods courses if they realize that they are preparing to become mathematics teachers. Many, if not most, of the students are uncomfortable with thinking of themselves as “mathematics teachers,” preferring to call themselves “elementary classroom teachers.” They consider themselves to be teachers of children, rather than teachers of subjects such as mathematics. However, the mathematics instruction that most elementary school students receive is organized and delivered by their elementary classroom teachers. Therefore, elementary teachers also are mathematics teachers, as well as social studies teachers, science teachers, and, most prominently, reading teachers. It is essential that elementary teachers understand the nature and extent of the vital role that they play in teaching mathematics to their students. It is equally important that school systems explore ways to ensure that students receive mathematics instruction from teachers who understand mathematics content, know how students learn mathematics, and are able to use instructional and assessment strategies that help students learn mathematics.