Article · January 013 citations reads 5,355 author

Teacher Surveys
The experience level of surveyed teachers 
is shown in Table 1:

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GATEways to Teacher Education 
A journal of the Georgia Association of Teacher Educators 
VOLUME 14, ISSUE 1 
PAGE 28 
Table 1 
Years of Teaching Experience, 2008-2010 
 
Surveyed teachers reported that they 
received sufficient training and resources from 
school and county administration to effectively 
teach the new curriculum. Survey data revealed 
that the training and mentoring initiatives that 
accompanied the implementation of the 
Singapore Math curriculum were appreciated by 
many teachers in response to the survey 
statement ‘I believe I have the training and 
resources to effectively teach math.’ Further, 
elementary teachers’ attitudes toward 
mathematics rose slightly rather than dipped 
when the new curriculum was introduced. 
Teachers of all grade levels were considered as a 
single group to the survey item ‘I like teaching 
mathematics,’ suggesting that teachers’ affinity 
for teaching mathematics increased slightly from 
2008 to 2010.
While survey data found teachers’ affinity 
for teaching mathematics increased slightly 
between 2008 and 2010, there was no significant 
change in teachers’ understanding of or 
confidence in mathematical concepts, either for 
teachers at any grade level or for all surveyed 
teachers considered as a whole group. In 2008, 
40% of surveyed teachers in grades 3 and 4 
reported that they understood mathematics 
concepts covered at K-2 levels to the survey 
statement, ‘I am confident that I effectively 
teach mathematics concepts covered at K-2 only, 
K-5 only, K-8 only, K-10 only, K-12 only, 
college level.’ More than 70% of surveyed
teachers agreed or strongly agreed to the 
following survey statements, with no significant 
change over time while implementing the new 
mathematics curriculum, either for teachers at 
any individual grade level or for all teachers 
considered as a whole group: ‘I believe 
developing problem-solving skills is an 
important component for success in learning 
mathematics’ and ‘I believe that in math class, 
students can learn to be creative and discover 
concepts independently.’ The affirmative 
response to these questions may be indicative of 
the teachers’ dispositions that math content is 
accessible to all students and that all are capable 
of learning mathematics.
Surveyed teachers identified the training 
and resources provided by the district prior to 
and throughout the first and second year of