Mathematics-related teaching competence of Taiwanese primary future teachers: evidence from TEDS-M
Purchase on Springer.com
$39.95 / €34.95 / £29.95*
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.
This paper draws on data from the international TEDS-M study, organized by the IEA, and utilizes a conceptual framework describing the Taiwanese perspective of mathematics and mathematics teaching competences (MTCs) with regard to investigating the uniqueness and patterns of Taiwanese future primary teacher performance in the international context. The framework includes content-oriented and thought-oriented categories of mathematics competence. The latter category contains subcategories adopted and revised from (3rd Mediterranean conference on mathematical education. Hellenic Mathematical Society, Athens, 2003) the competence approach by Niss. Hsieh’s (Research on the development of the professional ability for teaching mathematics in the secondary school level (3/3). Taiwan: National Science Council, 2009) model is also adopted and revised to serve as an analytical framework, including four categories relating to MTCs, representations, language, and misconceptions or error procedures. This paper shows that in thought-oriented mathematics competences Taiwan and Singapore share a unique pattern of higher percent correct in competences related to formalization, abstraction, and operations in mathematics than in those related to the way of thinking, modelling and reasoning in and with mathematics. The paper also addresses weak teaching competences claimed in domestic studies, which conflict with the TEDS-M results. Namely, in contrary to the international trend, Taiwanese future primary teachers are weak at judging mathematics competences required by students to learn mathematical concepts or solve problems, and superior at diagnosing and dealing with student misconceptions and error procedures.
- An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7, 145–172. CrossRef
- Ball, D. L., & Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching. In B. Davis & E. Simmt (Eds.), Proceedings of the 2002 annual meeting of the Canadian Mathematics Education Study Group (pp. 3–14). Edmonton, Alberta, Canada: Canadian Mathematics Education Study Group/Groupe Canadien d’étude En Didactique des Mathématiques.
- Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching. What makes it special? Journal of Teacher Education, 59(5), 389–407. CrossRef
- Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. CrossRef
- Blömeke, S., Paine, L., Houang, R. T., Hsieh, F.-J., Schmidt, W. H., Tatto, M. T., et al. (2008). Future teachers’ competence to plan a lesson: first results of a six-country study on the efficiency of teacher education. ZDM Mathematics Education, 40(5), 749–762. CrossRef
- Blömeke, S., Suhl, U., & Kaiser, G. (2011). Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge. Journal of Teacher Education, 62(2), 154–171. doi:10.1177/0022487110386798. CrossRef
- Clement, J. (1982). Algebra word problem solutions: Thought processes underlying a common misconception. Journal for Research in Mathematics Education, 13(1), 16–30. CrossRef
- Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatley, G., Trigatti, B., et al. (1991). Assessment of a problem-centered second-grade mathematics project. Journal for Research in Mathematics Education, 22, 3–29. CrossRef
- Delaney, S., Ball, D. L., Hill, H. C., Schilling, S. G., & Zopf, D. (2008). “Mathematical knowledge for teaching”: Adapting U.S. measures for use in Ireland. Journal of Mathematics Teacher Education, 11(3), 171–197. CrossRef
- Grossman, P. L., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205. CrossRef
- Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and Measuring Teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(6), 372–400.
- Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers’ mathematics knowledge for teaching. Elementary School Journal, 105(1), 11–30. CrossRef
- Hill, H. C., Sleep, L., Lewis, J. M., & Ball, D. L. (2007). Assessing teachers’ mathematical knowledge: What knowledge matters and what evidence counts? In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 111–155). Charlotte, NC: Information Age Publishing.
- Hsieh, F.-J. (2000). Teachers’ teaching beliefs and their knowledge about the history of negative numbers. Proceedings of the HPM 2000 conference, history in mathematics education: Challenges for a new millennium, Taiwan (Vol. 1, pp. 88–97).
- Hsieh, F.-J. (2009). Research on the development of the professional ability for teaching mathematics in the secondary school level (3/3) (Rep. No. NSC 96-2522-S-003-008). Taiwan: National Science Council (in Chinese).
- Hsieh, F.-J., Law, C.-K., Shy, H.-Y., Wang, T.-Y., Hsieh, C.-J., & Tang, S.-J. (2011). Mathematics teacher education quality in TEDS-M—Globalizing the views toward/of future teachers and teacher educators. Journal of Teacher Education, 62(2), 172–187. doi:10.1177/0022487110390819. CrossRef
- Hsieh, F.-J., Wang, T.-Y., Hsieh, C.-J., Tang, S.-J., Chao, G.-H., & Law C.-K., et al. (2010). A milestone of an international study in Taiwan teacher education—An international comparison of Taiwan mathematics teacher (Taiwan TEDS-M 2008). Retrieved May 25, 2010, from http://tedsm.math.ntnu.edu.tw/eng/result.htm.
- Hung, Y.-C. (2009). Studying indicators of the professional development for secondary mathematics teachers: numbers and algebra competencies (3/3) (Rep. No. NSC 96-2522-S-003-006-). Taiwan: National Science Council (in Chinese).
- König, J., Blömeke, J., Paine, L., Schmidt, B., & Hsieh, F.-J. (2011). General pedagogical knowledge of future middle school teachers: On the complex ecology of teacher education in Germany, Taiwan, and the United States. Journal of Teacher Education, 62(2), 188–201. doi:10.1177/0022487110388664. CrossRef
- Krauss, S., Baumert, J., & Blum, W. (2008). Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: Validation of the COACTIV constructs. The International Journal on Mathematics Education, 40(5), 873–892.
- Krutetskii, V.A. (1976). The psychology of mathematical abilities in schoolchildren (J. Teller, Trans.). Chicago: The University of Chicago Press (original work published 1968).
- Leu, Y.-C. (1996). Elementary school teachers’ knowledge of fractions. Journal of National Taipei Teachers College, 9, 427–460.
- Lin, P. J. (2001). Developing teachers’ knowledge of students’ mathematical learning: An approach of teachers’ professional development by integrating theory with practice. Taipei, Taiwan: Shu-Dah (in Chinese).
- Liu, M.-L. (2002). An exploration on the teaching of decimals. Journal of Pingtung Teachers College, 16, 319–354.
- Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Erlbaum.
- Mosteller, F., & Tukey, J. W. (1977). Data analysis and regression. Reading, MA: Addison-Wesley.
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
- National Research Council. (2001). Adding it up: Helping children learn mathematics. In J. Kilpatrick, J. Swafford & B. Findell (Eds.), Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Science and Education. Washington, DC: National Academy Press.
- Niss, M. A. (2003). Mathematical competencies and the learning of mathematics: the Danish KOM project. In A. Gagatsis & S. Papastavridis (Eds.), 3rd Mediterranean Conference on Mathematical Education-Athens, Hellas 3-4-5 January 2003 (pp. 116–124). Athens: Hellenic Mathematical Society.
- Rice, J. K. (2003). Teacher quality understanding the effectiveness of teacher attributes. Washington, DC: Economic Policy Institute.
- Schmidt, W. H., Blömeke, S., Tatto, M. T., Hsieh, F.-J., Cogan, L., Houang, R. T., et al. (2011). Teacher education matters: A study of middle school mathematics teacher preparation in six countries. NY: Teacher College Press.
- Schmidt, W. H., Cogan, L., & Houang, R. (2011). The role of opportunity to learn in teacher preparation: An international context. Journal of Teacher Education, 62(2), 138–153. doi:10.1177/0022487110391987. CrossRef
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
- Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher education and development study in mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework. East Lansing, MI: Teacher Education and Development International Study Center, College of Education, Michigan State University.
- Tatto, M. T., Schwille, J., Senk, S., Rodriguez, M., Bankov, K., Reckase, M, D., Ingvarson, L., Peck, R., Rowley, G., Dumais, J., Carstens, R., Brese, F., & Meinck, S. (2009). Teacher education study in mathematics (TEDS-M): Technical summary. East Lansing, MI: Teacher Education International Study Center, College of Education, Michigan State University.
- Wang, J., Lin, E., Spalding, E., Odell, S. J., & Klecka, C. L. (2011). Understanding teacher education in an era of globalization. Journal of Teacher Education, 62(2), 115–120.
- Yang, D.-C., Reys, R. E., & Reys, B. J. (2009). Number sense strategies used by pre-service teachers in Taiwan. International Journal of Science and Mathematics Education, 7, 383–403. CrossRef
- Mathematics-related teaching competence of Taiwanese primary future teachers: evidence from TEDS-M
Volume 44, Issue 3 , pp 277-292
- Cover Date
- Print ISSN
- Online ISSN
- Additional Links
- Mathematics teaching competence
- Teacher education
- International comparison