I somewhere/somehow got the impression that there is now on average
less than one teacher with a mathematics degree per secondary school
in the English state education system.

I know the situation isn't good, but can it be that bad? Can anyone
point me to a succinct source of data on this? [Some reports I've
seen
use the notion of "specialist teacher" where this does NOT mean
having
a kosher degree in the subject. What I want to know is how many have
been through a full-blown university degree in maths.]

Thanks in advance for any pointers.

On 4 May, 23:31, Peter_Smith  wrote
> ...
> I know the situation isn't good, but can it be that bad?

I can't provide data on this, although from experience I am aware that
the number of maths graduates in teaching is less than the number of
"specialist" maths teachers which is in turn less than the number of
people teaching maths.

I do not have a degree in maths - I actually have a Cambridge degree
in Engineering - but by a number of measures (Ofsted observations,
other observations, results achieved by my students, student
satisfaction with my teaching) I understand that I am considered to be
a good teacher. I teach A Level maths and further maths and feel
comfortable with the level of mathematical understanding required to
teach and support even the most successful of our students, some of
whom go on to study maths at university. But just as importantly I am
able to communicate effectively with our less mathematically able
students - who might struggle to understand what a discount of 10%
means, for example. I know of many would-be teachers with 1st class
degrees in maths who have been singularly unsuccessful in the
classroom.

I understand the concerns there are about the teaching of mathematics
and the lack of maths graduates entering the teaching profession, but
do not agree with your suggestion that the scarcity of maths graduates
makes the situation so bad, nor with suggestions that the way to
improve education in schools is to employ the brightest graduates. I
believe it is important that teachers are trained effectively, as an
ongoing process. I also feel that the constant demoralising effects of
generalised criticism of teachers is doing great harm.