Teacher Preparation Standards

Why does this matter?

Teacher preparation programs play a critical role in ensuring future elementary teachers are ready to teach math across the four core content topics: numbers and operations, algebraic thinking, geometry and measurement, and data analysis and probability. When state standards lack clarity and specificity, too much is left to interpretation. For example, a state may require that prep programs teach aspiring teachers how to teach geometry but fail to specify key elements, such as the components of the coordinate plane or how to graph ordered pairs. Without this clarity, preparation programs may overlook critical concepts, leaving new teachers underprepared and students at a disadvantage.

How did we evaluate state policy for this action?

NCTQ analyzed state policy to identify which states have laws or regulations that include specific, detailed standards for all four core math content topics for elementary teacher prep programs. Learn more.

What are NCTQ's recommendations for Louisiana?

• Encourage elementary teacher preparation programs to prioritize math courses designed for educators over traditional higher-level math requirements

How did Louisiana respond to NCTQ's analysis?

The state recognized the accuracy of this analysis; however, the analysis was updated after the state's review.

Why does this matter?

While a strong foundation in mathematics content is vital to teacher and student success, it is only one component of what aspiring teachers should know before entering the classroom. Teachers also benefit from learning how to apply their mathematical content knowledge through strong math pedagogy. For instance, a teacher with a strong foundational knowledge in math pedagogy goes beyond just teaching students to add fractions procedurally (an important skill!); they also leverage visuals like pie graphs or number lines to help students grasp the concept of why a common denominator is necessary. Without exposure to strong pedagogical practices, educators may lack critical skills, such as helping students develop conceptual understanding of complex math topics or tailoring instruction to meet diverse learning needs.

How did we evaluate state policy for this action?

NCTQ analyzed state policy to identify which states require elementary teacher preparation programs to address math-specific pedagogy. Learn more.

How did Louisiana respond to NCTQ's analysis?

The state verified the accuracy of this analysis.