Mathematics Education Requirements:
HB 1113 revises Florida’s teacher preparation and certification requirements to add more explicit mathematics content across several educator training pathways. For state-approved teacher preparation programs, the bill requires the uniform core curriculum to include at least 6 credit hours of elementary-level mathematics content, including numbers and operations, fractions, algebraic reasoning, measurement, geometric reasoning, and data analysis and probability. It also keeps existing requirements for reading instruction, English language learner strategies, instruction for students with disabilities, differentiated instruction, mental health referral awareness, technology use, and assessment practices.
The bill makes parallel changes to educator preparation institutes and competency-based certification programs for noneducation majors and temporary-certificate holders. These programs would have to instruct and assess candidates in state academic standards, science-of-reading practices, and the specified mathematics content, and would require individualized educational plans, field experiences, and evaluation of teaching performance. The changes are set to take effect July 1, 2026 for the amended statutory sections, with the act otherwise taking effect July 1, 2025.
The bill would amend sections 1004.04, 1004.85, and 1012.56 of the Florida Statutes to require more formal mathematics preparation in teacher education and alternative certification programs. Its practical effect is to raise the minimum math-content expectations for prospective elementary teachers and for candidates in competency-based or professional learning certification routes, while also directing the Department of Education and approved preparation providers to align instruction and assessment to those requirements. The bill does not create a new certification category, but it changes the content that must be included in existing approved programs and certification pathways.
The available record suggests the bill was generally favorable in concept, as reflected by its focus on strengthening teacher preparation in mathematics and its alignment with broader state priorities around academic standards and evidence-based instruction. However, there is no committee transcript or recorded vote information in the provided materials, and the bill ultimately died in the Education & Employment Committee. That outcome indicates the proposal did not advance, but the materials do not show a documented floor-level or committee-level debate in the record provided.
The main policy issue appears to be whether Florida should mandate a minimum of 6 credit hours of mathematics content in teacher preparation and require similar math instruction in alternative certification programs. Supporters would likely view the bill as a way to improve elementary math instruction and teacher readiness, while potential critics could argue that it adds coursework and compliance burdens to preparation programs and alternative pathways. Because no transcripts or votes are provided, specific objections or sponsors’ arguments cannot be identified from the record.