Journal of Mathematics Teacher Education

, Volume 19, Issue 4, pp 371–396 | Cite as

The effect of teacher education programs on future elementary mathematics teachers’ knowledge: a five-country analysis using TEDS-M data

  • Hong QianEmail author
  • Peter Youngs


This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers’ knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of future teachers in their final year in teacher preparation programs. The purpose of this study is to explore whether elementary teaching candidates’ MCK and MPCK are associated with their opportunities to learn in mathematics courses and mathematics methods courses in five countries. The results showed that opportunities to learn in some teacher preparation components are more important than in other components.


Opportunity to learn Mathematics content knowledge Mathematics pedagogical content knowledge Teacher Education and Development Study in Mathematics 


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Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  1. 1.National Council of State Boards of NursingChicagoUSA
  2. 2.University of VirginiaCharlottesvilleUSA

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