NCCS Survey of Teacher Satisfaction with the implementation of the elementary grade math 

curriculum 2009‐2010 
 
Sixth Grade Teacher responses to the survey 
Sixth grade teachers represented 10 of the 62 survey responses for all grades. There are a total of 18 
sixth grade teachers across the seven elementary schools. Numerical ratings were based on a scale of 1 
to 5, where 5 indicated a high degree of satisfaction, and 1 represented a low degree of satisfaction.  
Question One: Please rate your degree of satisfaction with The Houghton-Mifflin math series
Sixth grade teacher average rating =2.9
District overall average rating = 3.7 

Rating Comments

4 No Comment

Since I teach alt math, I don't use the series often. I do like some of the suggested activities,
4
though, and use them with my remedial students.

Quite comprehensive with a plethora of additional resources. The test generator is user
friendly and time saving. The assessment clearly matches the objectives! However, I am
continually remediating or re-teaching. Some students do not have the prior knowledge or
3
basic math skills necessary for acceleration. In addition, students in the previous grade are
separated according to skill level. Then regrouped heterogeneously in sixth. Finally, the
book is quite heavy making transportation to and fro burdensome.

3 No comment

Has an abundance of resources for the concepts taught, however, it assumes students have
mastered more skills than they actually have. This could be due to the gap between last
3
series and this one. Hopefully when the primary students reach me, there will be less of a
discrepancy.

3 No comment

The series addresses most objectives, yet some skills are not included in the lessons. It is
3
not really 'student-friendly'. There are not enough practice problems for students.

The series introduces "wrinkles" too soon after the presentation of a new concept, when the
children are barely able to complete a very basic calculation/problem. Also, sometimes units
2
require a skill that hasn't been taught yet. Ex: Order of Operations assumes that exponents
have been taught, but the series provides almost nothing on exponents.

I feel as though we are asking our students to learn material that is developmentally
2 inappropriate for their age. Also, the way the text is organized requires that the teacher go
back and forth from lesson to lesson in order to teach concepts in a logical way.

I do not use the series for 5 and 6 Alt. Math, but however refer to it as necessary for remedial.
2
For those purposes there is not enough practice for the different concepts.

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NCCS Survey of Teacher Satisfaction with the implementation of the elementary grade math 
curriculum 2009‐2010 
 
Question 2: Please rate your degree of satisfaction with the district math curriculum. 
Sixth grade teachers average rating = 3.5 
District Average = 3.8 
Rating Comments

Our curriculum is excellent. Expectations are high, but attainable. I think the children are well
5
prepared for the JHS.

5 No comment

4 No comment

My issues with the curriculum are a result of the state curriculum and not something we can
4
change.

4 The curriculum needs to be realigned to meet the state testing requirements; pre/post March

It has not been reorganized in a long time. There are units that seem disjointed. The
3 objectives also need to be reorganized. There are chapter tests but no unit tests... math
final????

3 Our scope is simplified - the text leans towards comprehensiveness not brevity.

3 No comment

There are too many students who come to me (by sixth grade) who do not have basic math
skills. By this I mean number sense and basic operations. I think that the district needs to
reinforce that students absolutely master these skills in elementary school and not focus on
teaching 1st graders concepts like fractions. If students came to me with solid understanding
2
of basic math concepts, I could teach them the higher-level math skills they need for the
junior and high schools. Unfortunately, almost half of our students need remediation at a
pretty serious level to even remotely touch on grade-level material. This takes up a
tremendous amount of my teaching time.

There is something really wrong when you get 5 and 6th graders who cannot do simple
2 division problems. I do not think the lower grades spend enough time making sure students
are really mastering various concepts...the kids will get it the next year...

   

2 
 
NCCS Survey of Teacher Satisfaction with the implementation of the elementary grade math 
curriculum 2009‐2010 
 
Question 3: Please rate your degree of satisfaction with the staff development provided for math 
instruction.  
Sixth Grade average Rating= 2.7 
District rating = 3.0 
Rating Comments

Ideally, I would like to glean ideas, strategies, and procedural suggestions, for my grade
3 level from other teachers. I believe a discussion with other teachers, in a non-competitive,
collaborative forum, would be beneficial.

Hard for me to comment on. Is there time spent at grade level meetings so specific topics
3
could be discussed?

2 Hasn't staff development been all about reading lately?

2 There has been very little staff development on math.

2 There seems to be a very limited amount of staff development related to math.

I've enrolled in computer/technology classes to use in math, but I haven't noticed

2
opportunities for math instruction.

1 is there any?????????

I have not received staff development for math instruction beyond a walk-through of the
1 Houghton-Mifflin texts. I would love some help- particularly with developing lessons for
older students that use manipulatives and with developing remediation techniques.

1 This is only my first year, but have not heard of any

   

3 
 
NCCS Survey of Teacher Satisfaction with the implementation of the elementary grade math 
curriculum 2009‐2010 
 
Question 4:  Please rate your satisfaction with student performance on standardized tests,(e.g. IOWA, 
CAT) 
Sixth grade average Rating= 3.0 
District rating = 3.4 
Rating Comments

We have a high percentage of identified children here at BC, but they do pretty well, I
4
think.

The students appear to be doing ok. The latest version of the IOWAs is very challenging.
4 I think the second grade version appears to rely heavily on their listening comprehension
skills which skews their math results.

4 No comment

3 need to look at results... don't recall that data right now

3 Acceptable - with room for improvement.

3 No comment

I haven't really paid close attention to the IOWA and CAT scores in recent years, but I do
3 think there is too much testing. Isn't it possible to glean the necessary information from
one of those tests, the NYS test, and classroom data/ teacher input?

2 No comment

We have been told that our scores have been going down each year in the area of
2
computation (again, those basic math skills).

Again only my first year, but there are quite a few students who qualified for remedial
2
services based on the tests.

5. Enumerate the two or three greatest challenges students face to master math concepts.

• knowing basic facts

• knowing the process of adding, subtracting, multiplying, dividing
• accuracy
• consistency in expectations
• lack of student responsibility in studying, reviewing....

When they come in not knowing their math facts, that makes everything more difficult. They really do
not know basic addition, subtraction, multiplication, and division.

I hate to say it, but reading is an issue with problem solving.

4 
 
NCCS Survey of Teacher Satisfaction with the implementation of the elementary grade math 
curriculum 2009‐2010 
 
1. Automatic retrieval of basic math facts and study skills
2. Prior basic knowledge of concepts.
3. Test anxiety and attitude towards learning.

Understanding the importance of the process

Applying the process and thinking outside of the box
Basic math skills that should be mastered by 6th grade
Visualizing math concepts

They haven't mastered their basic facts early on. It greatly hinders their success by the time they get
to 6th grade.

1.) An emphasis on too many math concepts. "Jack of all trades, master of none" syndrome.
2.) Lack of support at home. We cannot teach as though all of our students have parents who are
drilling them at home. I would assume that almost half of our students do not have this consistent
help.
3.) We are moving on to new concepts before students have really understood the one we are
currently teaching. My sixth graders have to count on their fingers to subtract 16 from 18 - they
never really mastered 1-1 correspondence back in K or 1st grade.

1. pacing - There is a new concept almost every day.

2. vocabulary - For students who struggle with reading or language arts, it is overwhelming
3. facts - They are needed in order to understand concepts, but many students can't or won't or don't
have them memorized.

The greatest challenge continues to be a general weakness in basic math computational skills-
especially multiplication and division.

Not enough practice to really develop a solid understanding...curriculum pacing especially in the
primary grades is way too fast.

1) the ability to retain and apply the skills that they've learned from the same school year

2) they just don't understand some concepts

6. List up to three needs you have with regard to your own professional development as an
elementary math teacher.

• expectations
• revised units that make sense
• revised calendar
• Jr. High bridge -- how do they teach math so we can help prep the students

Gee, I think I know the curriculum pretty well. I feel comfortable teaching it. I also have an extremely
talented TA who performs magic with the LRA kids.

5 
 
NCCS Survey of Teacher Satisfaction with the implementation of the elementary grade math 
curriculum 2009‐2010 
 
How to combine and cultivate conceptual knowledge and analogies without sacrificing procedural or
factual knowledge.

Use of more manipulatives

Fostering the development of long-term memory... not just knowing it for the moment
Making math fun for the struggling/distant math student

I would love to have additional technological resources to revert to, rather than always searching and
creating things on my own. For example, sharing smartboard lessons, webquests, projects.

1.) Techniques to use that will teach students more difficult math concepts in a concrete way. I am
constantly creating these myself and if something doesn't work, I'm at a loss.
2.) Methods to motivate math-phobic students
3.) Ways to practice and reinforce basic math concepts

I would love to have an inservice on helping students understand word problems. How do I develop
this very specific type of reading comprehension?

- Further training on advanced uses of the Smarboard

- Implementing hands on activities (where appropriate) to strengthen understanding of concepts
taught in class

being new, anything- integrating technology maybe

*time to develop and create hands-on opportunities

*opportunities for students to become familiarized with state testing, without teaching to the test
*need more time to meet with and deliver effective AIS math monitoring services to students

7. What weaknesses do you perceive exist in the current math curriculum?

• what ever happened to the unit tests we all used to have?

• LACK OF RESOURCES FOR THE STUDENTS WHO ARE FUNCTIONING WAY BELOW GRADE
LEVEL AND ARE STILL EXPECTED TO BE TAUGHT IN THE REGULAR CLASS SETTING ....

The textbook.

Objectives that teach knowledge of procedures and understanding of concepts simultaneously.

Reliance on manipulatives vs analogies to comprehend the abstract.

What are the best resources to use?

What are the most kid-friendly ways of presenting material?
How do we get to all of our learners?

6 
 
NCCS Survey of Teacher Satisfaction with the implementation of the elementary grade math 
curriculum 2009‐2010 
 
The assumption that they have been taught concepts that they actually have not.

It asks students to learn concepts that are developmentally too difficult. I can teach my sixth graders
negative exponents, and they can probably pass a quiz on them but they have NO idea where they
fit into the world.

Is there a pacing calendar for each grade, so teachers are sure to cover necessary objectives before
the state tests?
Are there chapter or unit tests used across the district?

See #9

Pacing too fast for most, need more of the skill and drill practice to get students to really know the
facts.

fast paced to meet all the objectives

8. What suggestions do you have to address these needs?

• ???????

At some point, we might consider a new text.

I defer to the experienced and the expert. However, is it feasible to ascertain the mathematics scope
and sequence of certain countries who student performance on standardized tests is above ours?

None... yet!

Time to see what happens when students have gone though the entire curriculum.

We could compose a list of concepts that are assumed, create/share lessons at staff development
and share with grade level

Re-work what we expect of students. K-1 should be focused on 1-1 correspondence and basic
addition and subtraction. 2nd grade should focus on addition and subtraction with algorithms. 3rd:
multiplication 4th: division 5th/6th should begin with the more complicated math concepts- fractions,
decimals, etc.

Have teachers at each grade level develop pacing calendars and tests.

I think we need to put more effort into aligning our curriculum with our math book- which may mean
reorganizing our units of study. This would allow us to use the text and text resources more
efficiently.

7 
 
NCCS Survey of Teacher Satisfaction with the implementation of the elementary grade math 
curriculum 2009‐2010 
 
A district wide math council to develop a district wide curriculum map so each grade level in each
building at each level knows what everyone else is doing or is responsible for...then you can use the
test results to see where the holes are. Also I believe that even in the primary grades the math
instruction should be based on ability, so that those who require more time on a topic can receive the
instruction the deserve.

staff development opportunities

math discussions to share with colleagues
math committee within my own building

8