Some math classes have too many students for teachers to effectively give instruction at all levels. According to 27-year-veteran teacher Tom White, the ideal math class is at most 23 students, but many math teachers are forced to instruct larger classes, as reported on the College Board website. Larger classes make it difficult for math teachers to help students who are struggling with specific concepts or assignments. Advanced students may get restless or bored if the teacher has to slow down too much. Math involves complex processes necessary for computation, so large classes make it difficult for a teacher to spend one-on-one time reviewing and explaining complicated material.
Math teachers face the critical issue of trying to cover too much content in too little time. As a result, some students don't completely grasp one concept before moving on to the next. Students don't all learn the same way, so teachers often use different methods to teach a single concept. However, teachers fall behind on their weekly, monthly and annual lesson plan goals if they spend too much time on a single concept. Some teachers must teach a new major concept every week to meet curriculum guidelines, according to journalist Sally Holland of CNN Living.
Because math requires mastery before moving on to the next concept, many math teachers need a classroom aide, also known as a paraeducator, to work with struggling students. Aides can assist students who need minor tutoring while the teacher moves on with the lesson. Classroom aides can also organize math games or additional assignments to keep fast-learners from getting fidgety. According to White, demand for paraeducators often exceeds the supply of workers, so many math teachers must do without additional help. Limited school budgets make it difficult to hire enough aides to help with every math class.
Teachers who instruct upper-level math courses -- such as algebra, geometry, trigonometry and calculus -- aren't always qualified to teach those subjects. According to U.S. News and World Report, four out of 10 math classes in high-poverty schools don't have teachers who are qualified to teach the subject. In Boston and Chicago, the lack of qualified math teachers has caused school districts to create alternative teacher certification programs. These programs are designed to solicit college graduates with math degrees to teach, without having to meet additional education certification requirements.