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Differences in Beliefs and Knowledge for Teaching Mathematics: An International Study of Future Teachers

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Exploring the Mathematical Education of Teachers Using TEDS-M Data

Abstract

Mathematical content knowledge and beliefs about teaching and learning interact in complex ways that, in turn, influence the quality of mathematics instruction and, therefore, are important teacher-preparation program outcomes. We used the Teacher Education Development Study in Mathematics (TEDS-M) database to study the relationship between future primary teachers’ beliefs about the nature of mathematics, beliefs about learning mathematics, and mathematical content knowledge (MCK) within and between teacher preparation programs across 15 countries. A series of multilevel models were fit to four program groups (lower primary, primary, primary/secondary, and primary mathematics specialists) with future teachers nested within institutions. Confirming our hypotheses, procedural beliefs were associated with lower MCK scores, and inquiry beliefs were associated with higher MCK scores. We hypothesized that endorsing fixed-ability beliefs would be associated with lower MCK scores, but this was only confirmed in some countries and program-types. The chapter concludes with possible explanations for programmatic differences between and within countries, grounded in a discussion of program features such as entry requirements, program-types, and credentials, as well as curriculum organization and content.

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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Authors and Affiliations

  1. University of Denver, Denver, CO, USA

    Traci Shizu Kutaka

  2. University of Nebraska, Lincoln, NE, USA

    Wendy M. Smith & Anthony D. Albano

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  1. Traci Shizu Kutaka
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  2. Wendy M. Smith
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  3. Anthony D. Albano
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Correspondence to Traci Shizu Kutaka .

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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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Kutaka, T.S., Smith, W.M., Albano, A.D. (2018). Differences in Beliefs and Knowledge for Teaching Mathematics: An International Study of Future Teachers. 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_12

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  • DOI: https://doi.org/10.1007/978-3-319-92144-0_12

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