A comparison of teaching qualifications in grades 10 through 12 mathematics

Abstract

Academic tracking is a standard practice for Grades 10-12 students in Alberta (Alberta Education, n.d.). Schools may also have locally developed enrichment or remedial mathematics programs. The purpose of this study was to determine the relationship between teacher characteristics (years of teaching, mathematics training, and highest education level achieved) and teacher placement within mathematics tracks and mathematics programs. Grades 10-12 mathematics teachers from two Alberta school divisions participated. Data was gathered using an online survey. Data analysis included use of the Pearson product-moment correlation coefficient. Results indicated relationships between several teacher characteristics and mathematics program placement. Notable findings included a positive relationship between years taught and enriched mathematics placement, and mathematics training and enriched mathematics placement, as well as a negative relationship between highest education level achieved and remedial mathematics placement. Future research is needed to provide an understanding of how teacher characteristics are related to placement in tracked high school mathematics