Massachusetts just raised the math licensure requirement for elementary teacher candidates. As of 2009, all candidates must pass a new, stand-alone math test. The test covers the four key strands of elementary school mathematics: number and operations, functions and algebra, geometry and measurement, and statistics and probability. The Massachusetts Department of Education (DOE) recommends 9-12 credit hours of math coursework for aspiring primary school teachers. The new licensure requirement and course content were spelled out in the DOE's Guidelines for the Mathematical Preparation of Elementary School Teachers (July, 2007).
For context, the mathematical performance of elementary school students, along with the mathematical preparation of elementary teachers, has undergone sharp scrutiny. Why? As noted in the Final Report of the National Mathematics Advisory Panel (March, 2008), the U.S. economy, national security, and leadership in the global economy very much depend on having a workforce which has the math background for careers in science, technology and engineering.
As we post our final blog for 2008-09, it is wonderfully fitting, given the present concern for helping children to understand (and like!) math, that we speak with Simmons alumna, Hannah Kimball. Hannah earned her Bachelor's degree in mathematics in 2007 and went straight on to earn her Master of Arts in Teaching in May, 2008. She is a fifth grade teacher at the Cyrus E. Dallin Elementary School in Arlington, Massachusetts where, this year, she fulfilled her life-long dream of becoming an elementary school teacher. As you will see, a couple of special teacher/mentors, plus participation in sports, played huge roles in helping her gain a positive attitude toward math and in confirming her decision to go into teaching. Please meet Hannah!
Hannah Kimball (B.S. in Mathematics, 2007; Master of Arts in Teaching, 2008)
What drew you to math, Hannah?
I always knew that I wanted to be an elementary school teacher, but when I got to Simmons and learned that I couldn't major in Education, I had to re-evaluate. I hadn't liked math as a child but over the years, a couple of teachers put in extra time with me and helped me to be more confident and positive about math. Over time I have come to see the great need for elementary teachers to know and understand mathematics well. The news that only one-fourth of the teacher candidates who took the new math MTEL subtest in March passed the test is pretty scary.
What can you tell us about the teachers who turned things around for you in math?
My fifth grade teacher was a big advocate for girls, in general. I was shy and she worked to bring me out of my shell. I was struggling to understand long division and multiplication of large numbers. She helped me to see the sequential process and to understand the steps. Today I have a check-list for everything! This gave me the extra confidence to work on other things, too.
Another teacher who made a huge impact on me was my Algebra II teacher. He was always willing to stay after class to give extra help. What he did was to carefully go over my work with me, showing me where my thinking was correct and pointing to where it went awry. His approach of cooperative feedback helped me tremendously.
Were there any extracurricular activities that have influenced you in your thinking about what you wanted to do for a career?
Growing up, I did a lot of babysitting, because I enjoyed connecting with children and felt comfortable with them. That's what drew me to teaching.
Also, I played soccer throughout elementary, middle, and high school. Very few people knew me because I was so shy, but playing soccer gave me a boost. It was something I excelled at and it helped me feel more connected in school. Even as an undergraduate, when I didn't play soccer in my first year, I didn't feel connected, and so I felt somewhat unhappy. That changed when I resumed playing soccer. Soccer gave me an edge. It gave me confidence, and this helped me to solidify my plans to go into teaching.
Do you still play soccer today?
Yes, I play on a soccer league in Boston at a sports club which has many different sports and leagues. We play once a week.
Where did you student teach? How did this impact your development as a teacher?
I did most of my education courses while I was still an undergraduate, and then I did a full fifth year internship at the John D. Runkle School in Brookline. It was one of the best experiences I could have ever had, and I credit Simmons for making this possible! I had an unbelievable mentor. On my very first day at the Runkle School, she had me teach a lesson; and, all throughout the year, she always pushed me to take ownership and be part of the class. When she went on maternity leave, I was hired as a permanent substitute. I could never have imagined this happening. I feel incredibly lucky.
What your plans for this summer?
Next year I'll be teaching first grade, so I'll be changing classrooms plus studying the first grade curriculum. Teaching first or second grade was always my dream - and now it will be coming true!
Do you have any advice for other alums?
Overall, maybe just that no matter what we do, we shouldn't lose track of ourselves or our dreams. As an undergraduate, I sometimes questioned my goal of becoming a teacher. I'm so glad I stuck with it.
For students who want to become teachers, it's important for them to keep in mind that parents are looking for teachers who are strong in math. The first things parents ask about in parent-teacher conferences are language arts and math. When kids don't do well in math, parents are concerned - they want insight from their child's teacher on this. So, it's very important for elementary teachers not just to pass the new math licensure test, but, more important, to have a solid understanding of mathematics so they can teach it well and be confident.
If you have any questions for Hannah or about this blog, please write!
Leave a comment