The No Child Left Behind Act (NCLB) of 2001 mandated all students have teachers who demonstrate competence in subject knowledge and teaching. The number of middle school mathematics teachers with a degree, full certification, or both in mathematics or mathematics education increased from 53.5% in 2003 to 66.7% in 2011 (NSB, 2016).Glenda Lappan, former president of the National Council of Teachers of Mathematics (NCTM), addresses the need for growth in our content knowledge like this:“We probably can all agree with the importance of content knowledge at some level. But we need to continue to hone our mathematics content knowledge throughout our teaching careers. It is easy to develop routines in our teaching so that we simply never get to the parts of the book we do not enjoy or do not feel comfortable teaching” (Lappan, 1999).Develop an original response to the following questions:How would you quantitatively rate the importance of subject matter knowledge as compared with pedagogy for middle school mathematics teaching? Why?In which area do you think you need more professional development? Why?Do you think middle school teachers should have mathematics content knowledge beyond the concepts they teach? Why or why not?
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