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How Primary Future Teachers’ Knowledge Is Shaped by Teacher Preparation

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Exploring the Mathematical Education of Teachers Using TEDS-M Data

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Abstract

This chapter uses data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine associations between primary future teachers opportunity to learn (OTL) in mathematics courses and mathematics methods courses in Chinese Taipei, Singapore, and the United States and their mathematics content knowledge and mathematics pedagogical content knowledge. The study found evidence that primary candidates’ knowledge seems to be affected by the content of mathematics courses taken and by the number of topics addressed and their OTL in mathematics methods courses.

TEDS-M and the study contained in this chapter were supported by funding provided by a grant from the National Science Foundation Award No. REC – 0514431 (M.T. Tatto, PI). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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Notes

  1. 1.

    Lower Secondary level refers to middle school, usually serving students whose age are around 11–14.

  2. 2.

    In order to exclude the possibility that this may be related to the variance of MCK/MPCK in these countries, we have checked the relationships between the variance (standard deviation) of MCK/MPCK and the number of significant associations between teacher preparation components and MCK/MPCK. We found that there is no relationship between them. Table 9.12 lists the result.

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Author information

Authors and Affiliations

  1. National Council of State Boards of Nursing, Chicago, IL, USA

    Hong Qian

  2. University of Virginia, Charlottesville, VA, USA

    Peter Youngs

Authors
  1. Hong Qian
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  2. Peter Youngs
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Editor information

Editors and Affiliations

  1. Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona, USA

    Maria Teresa Tatto

  2. Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota, USA

    Michael C. Rodriguez

  3. Center for Science, Mathematics & Computer Education, University of Nebraska, Lincoln, Nebraska, USA

    Wendy M. Smith

  4. Michigan State University, East Lansing, Michigan, USA

    Mark D. Reckase

  5. Faculty of Mathematics and Informatics, University of Sofia, Sofia, Bulgaria

    Kiril Bankov

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Qian, H., Youngs, P. (2018). How Primary Future Teachers’ Knowledge Is Shaped by Teacher Preparation. In: Tatto, M., Rodriguez, M., Smith, W., Reckase, M., Bankov, K. (eds) Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer, Cham. https://doi.org/10.1007/978-3-319-92144-0_9

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  • DOI: https://doi.org/10.1007/978-3-319-92144-0_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-92143-3

  • Online ISBN: 978-3-319-92144-0

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