A number of schools in our jurisdiction are moving to "a middle school philosophy" for grades 6-8; this approach is intended to stress interdisciplinary teaching. Teachers are now to be focussed not so much on teaching the discipline of their own schooling, but on "general" teaching.
I think it's hard enough for teachers who don't really "know mathematics" but are assigned to teach it to give their students what they deserve. Is it reasonable to expect these same teachers to actually see mathematics beyond the most rudimentary levels in even more complex situations? Should the training of these sorts of teachers be more like elementary teachers' training, even though they teach at the grades 6-8 level? Or should they have the majors that we normally require of secondary teachers? Or are there a different set of tools that these prospective teachers need? Marian Small Faculty of Education University of New Brunswick Bag Service #45333 Fredericton, N.B. E3B 6E3 CANADA