Teacher Expectations Can Impact Student Success in Mathematics

by Ruth Ann Hodges, Mathematics Consultant, Office of School Improvement, Michigan Department of Education

Since the Michigan Merit Curriculum revised the mathematics requirements for high school students, much discussion has revolved around whether or not each student has the ability to reach the new state goals.

In the article Finding the Passion to Teach Significant Mathematics, former teachers Nancy Berkas and Cynthia Pattison conclude that providing students with the motivation to learn, along with the opportunity to learn, is key to helping students reach their highest goals. This is especially true, according to studies in the article, for minority students. Furthermore, students’ achievement in mathematics classes had more to do with their teachers’ expectations than with their ability to learn.

“We have found that there is indeed a difference between saying that all students can learn significant mathematics and believing that they can,” the article contends. “We think the difference between a good teacher and a passionate teacher who works with other passionate teachers will indeed close the gap.”

The authors also found other factors of nearly equal importance. These include the existence of 1) administrators who are knowledgeable about mathematics issues and who also have high expectations for all students; 2) a mathematics curriculum for all students that is rigorous and based on content rather than on the number of years of required mathematics; 3) a standards-based system that is distinguished by high standards of mathematics and pedagogy; 4) dedication to ongoing professional development; 5) parental and community collaboration that is a priority for the school system; and 6) a community that believes that all students can learn, and have the right to learn, important mathematics.

Cathy Seeley, past president of the National Council of Teachers of Mathematics (NCTM) says current statistics on mathematics and student learning are not positive.

“Many of our students, especially in urban and rural schools of poverty, are not learning much mathematics,” Seeley said. “We cannot afford to waste precious human resources by denying some students the opportunity for a high-quality mathematics education simply because of conditions of their birth, heritage, or neighborhood.”

Student achievement in mathematics takes the combination of student commitment, teacher enthusiasm, local support, and the belief that all students can learn. The time to ensure that achievement is now.

To read the complete article, Finding the Passion to Teach Significant Mathematics, visit www.nctm.org, click on “News and Media,” “NCTM News Bulletin,” then “Closing the Achievement Gap.”

For more information, contact: Ruth Ann Hodges, Mathematics Consultant, Office of School Improvement, Michigan Department of Education, (517) 241-2219, hodgesra@michigan.gov.