Why do we need EMS?

A trainer instructs participants in the EMS program

  • A lack of feeling prepared

    Only 56% (measurement), 54% (geometry), and 46% (early algebra) of elementary school teachers felt they were very well prepared to teach measurement, geometry, and early algebra respectively. (2012 National Survey of Science and Mathematics Education)

  • No specialized math courses

    Recent studies suggest that elementary teachers are not likely to have received the 12 hours of specialized mathematics coursework recommended in the 2012 MET II (CBMS, 2012)

  • Mostly generalists

    Most elementary teachers are generalists, rarely developing in-depth knowledge and expertise with regard to teaching elementary mathematics.

    “It is unrealistic to expect our generalist elementary teachers to possess this kind of mathematical knowledge”
    (Wu, 2009).

  • Variability in achievement

    Differences in teachers account for 12% to 14% of total variability in students mathematics’ achievement gains during an elementary school year.

  • A practical alternative

    Not possible to scale up mathematics training to meet the vast needs of the elementary school teaching force.

    Training EMS is a practical alternative.

    The National Mathematics Advisory Panel (2008)

  • More courses might not work

    Simply taking more mathematics courses may not enhance the knowledge and skills needed by elementary teachers. (Battista, 1994).