Despite an increase in people training as maths teachers, there is still a significant problem in ensuring that all pupils have confident and enthusiastic teachers capable of instilling in them a desire to study and engage with maths.

The United Kingdom has a low uptake of students studying maths beyond 16, lower than those of Switzerland, Japan and the United States, and the number of students studying maths at university is low. Without sound teaching we risk a downward spiral similar to that being experienced by physics. I believe one solution lies in rethinking our current system for accrediting teachers. To teach maths well we must be confident and competent with the skills and knowledge that we are trying to teach. A wider understanding of the underlying principles of maths also leads to enhanced learning outcomes.

At the moment many young people are taught maths by teachers who do not feel confident about or competent in the content they are trying to teach. For some teachers it is not their chosen subject but because of a shortfall of teachers their school has taken drastic measures. An increasing number have trained to teach maths but their degrees have not provided a wide coverage of the subject, for example those who have studied engineering, psychology or economics. Currently when someone receives qualified teacher status in the UK they are “licensed” to teach any age range. How many potential teachers who would make a good contribution at key stage 3 or 4 are put off because they are worried that they may have to teach maths at a level beyond which they are confident?

Teachers should know that they will not be asked to teach maths beyond the point at which they feel competent. After initial teacher training, teachers should be “licensed to teach” to a particular level, say KS3, KS4 or A-level. This would ensure that during the early years of their career they would be working to their optimum level, developing their pedagogic and professional skills.

After two or three years, once the teacher felt ready, continuing professional development could be used to enhance subject knowledge. Part-time study of undergraduate maths modules could contribute to a further qualification.

This would have several benefits. Teachers would only apply for regrading when they felt it appropriate. They would not be in a position where their content knowledge and professional skills were being tested, once only, over a short opportunity of 36 weeks. They would be able to enjoy and reflect on the process of learning maths.

By focusing on pedagogic and professional skills during PGCE we will ensure that all our pupils are taught by teachers who are skilled at ensuring the best possible learning outcomes. By leaving issues of enhanced mathematical knowledge until a time which each individual chooses we will have two opportunities to increase the number of well qualified and excellent teachers.

Sue Sanders is senior lecturer in education at the University of Wales, Swansea, and president of the Mathematical Association, 259 London Road, Leicester LE2 3BE. Tel: 0116 221 0013. E-mail: office@m-a.org.ukWeb: www.m-a.org.uk