Skip to main content

Advertisement

SpringerLink
Log in

EFFECTS OF FUTURE MATHEMATICS TEACHERS’ AFFECTIVE, COGNITIVE AND SOCIO-DEMOGRAPHIC CHARACTERISTICS ON THEIR KNOWLEDGE AT THE END OF THE TEACHER EDUCATION IN GERMANY AND TAIWAN

  • Published:
International Journal of Science and Mathematics Education Aims and scope Submit manuscript

Abstract

How individual characteristics affect the acquisition of knowledge in teacher education has been widely unexplored thus far. The “Teacher Education and Development Study—Learning to Teach Mathematics (TEDS-M)” provides a database for examining this research question across countries. Based on the Taiwanese and German sample of TEDS-M, the relationship between future lower secondary mathematics teachers’ knowledge and their affective, cognitive and socio-demographic characteristics was examined using multilevel modelling whilst controlling for the teachers’ opportunities to learn. The results reveal that in Germany, teacher knowledge is more strongly affected by future teachers’ individual characteristics than teacher knowledge in Taiwan. These results are interpreted against the background of cultural differences between “the West” and “the East” or “individualism” and “collectivism”, respectively.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Adams, R. & Wu, M. (Eds.). (2002). PISA 2000 technical report. Paris, France: OECD.

    Google Scholar 

  • Baumert, J., Klieme, E., Neubrand, M., Prenzel, M., Schiefele, U., Schneider, W., Stanat, P., Tillmann, K.-J. & Weiß, M. (Eds.). (2001). PISA 2000: Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich. Opladen: Leske + Budrich.

    Google Scholar 

  • Blömeke, S. (2006). Struktur der Lehrerausbildung im internationalen Vergleich. Ergebnisse einer Untersuchung zu acht Ländern. Zeitschrift für Pädagogik, 52(3), 393–416.

    Google Scholar 

  • Blömeke, S., Kaiser, G. & Lehmann, R. (Eds.). (2010). TEDS-M 2008—Professionelle Kompetenz und Lerngelegenheiten angehender Mathematiklehrkräfte für die Sekundarstufe I im internationalen Vergleich. Münster: Waxmann Verlag.

    Google Scholar 

  • Blömeke, S., Suhl, U. & Kaiser, G. (2011a). Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge. Journal of Teacher Education, 62(2), 154–171.

    Article  Google Scholar 

  • Blömeke, S., Kaiser, G. & Döhrmann, M. (2011b). Bedingungsfaktoren des fachbezogenen Kompetenzerwerbs von Lehrkräften. Zum Einfluss von Ausbildungs-, Persönlichkeits- und Kompositionsmerkmalen in der Mathematiklehrerausbildung für die Sekundarstufe I. In W. Helsper & R. Tippelt (Eds.), Pädagogische Professionalität. Zeitschrift für Pädagogik. 57 (Special Issue) 77-113. Weinheim: Beltz.

    Google Scholar 

  • Blömeke, S. (2012). Content, professional preparation and teaching methods: How diverse is teacher education across countries? Comparative Education Review, 56(4), 684–714.

    Article  Google Scholar 

  • Blömeke, S. & Kaiser, G. (2012). Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes. ZDM—The International Journal on Mathematics Education, 44(3), 249–264.

    Article  Google Scholar 

  • Blömeke, S., Suhl, U., Kaiser, G. & Döhrmann, M. (2012). Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries. Teaching and Teacher Education, 28, 44–55.

    Article  Google Scholar 

  • Blömeke, S. & Delaney, S. (2012). Assessment of teacher knowledge across countries: A review of the state of research. ZDM Mathematics Education, 44, 223–247.

    Article  Google Scholar 

  • Carnoy, M., Beteille, T., Brodziak, I., Loyalka, P. & Luschei, T. (2009). Teacher Education and Development Study in Mathematics (TEDS-M): Do countries paying teachers higher relative salaries have higher student mathematics achievement? Amsterdam: IEA.

    Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Ehmke, T. & Jude, N. (2010). Soziale Herkunft und Kompetenzerwerb. In E. Klieme, C. Artelt, J. Hartig, N. Jude, O. Köller, M. Prenzel, W. Schneider & P. Stanat (Eds.), PISA 2009. Bilanz nach einem Jahrzehnt (pp. 154–231). Münster: Waxmann.

    Google Scholar 

  • Felbrich, A., Kaiser, G. & Schmotz, C. (2012). The cultural dimension of beliefs: An investigation of future primary teachers’ epistemological beliefs concerning the nature of mathematics in 15 countries. ZDM—The International Journal of Mathematics Education, 44(3), 355–366.

    Article  Google Scholar 

  • Fwu, B. J. & Wang, H. H. (2002). From uniformity to diversification: Transformation of teacher education in pursuit of teacher quality in Taiwan from 1949 to 2000. International Journal of Educational Development, 22(2), 155–167.

    Article  Google Scholar 

  • Gerstenmaier, J. & Mandl, H. (1995). Wissenserwerb unter konstruktivistischer Perspektive. Zeitschrift für Pädagogik, 41(6), 867–888.

    Google Scholar 

  • Hattie, J. (2009). Visible Learning—A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

    Google Scholar 

  • Helmke, A. & Schrader, F.-W. (2006). Determinanten der Schulleistung. In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie (pp. 83–94). Weinheim: Beltz.

    Google Scholar 

  • Hsieh, F.-J., Lin. P.-J., Chao, G. & Wang, T.-Y. (2009). Policy and practice of mathematics teacher education in Taiwan. Retrieved 24 January 2012 from http://tedsm.math.ntnu.edu.tw/Teds-m%20Taiwan%20Policy%20Report.pdf.

  • Hsieh, F.-J., Wang, T.-Y., Hsieh, C.-J., Tang, S.-J. & Chao, G. (2010). A milestone of an international study in Taiwan teacher education—An international comparison of Taiwan mathematics teacher preparation (Taiwan TEDS-M 2008). Retrieved 24 January 2012 from http://tedsm.math.ntnu.edu.tw/TEDS-M_2008_International_Study_in_Taiwan_Mathematics_Teacher_Education.pdf.

  • Hsieh, F.-J., Lin, P.-J. & Wang, T.-Y. (2012a). CLE mathematics-related teaching competence of Taiwanese primary future teachers: Evidence from TEDS-M. ZDM Mathematics Education, 44, 277–292.

    Article  Google Scholar 

  • Hsieh, F.-J., Lin, P.-J., & Shy, H.-Y. (2012b). Mathematics teacher education in Taiwan. Proceedings of the 36th Annual Meeting of the International Group for the Psychology of Mathematics Education, Taipei, pp. 1–187.

  • Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301–320.

    Article  Google Scholar 

  • Hox, J. (2002). Multilevel analysis. Techniques and applications. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Isserstedt, W., Middendorff, E., Kandulla, M., Borchert, L. & Leszczensky, M. (2010). The economic and social conditions of student life in the Federal Republic of Germany in 2009. 19th Social Survey of the Deutsche Studentenwerk conducted by HIS Hochschul-Informations-System—Selected results. Bonn: Federal Ministry of Education and Research (BMBF) Division for Academic Excellence.

    Google Scholar 

  • Kaiser, G., Hino, K. & Knipping, C. (2006). Proposal for a framework to analyse mathematics education in Eastern and Western traditions. In K. D. Graf, F. Leung & F. Lopez-Real (Eds.), Mathematics education in different cultural traditions—A comparative study of East Asia and the West. New ICMI Studies Series No. 9 (pp. 319–351). New York, NY: Springer.

    Chapter  Google Scholar 

  • Klieme, E., Artelt, C., Hartig, J., Jude, N., Köller, O., Prenzel, M., Schneider, W. & Stanat, P. (Eds.). (2010). PISA 2009. Bilanz nach einem Jahrzehnt. Münster: Waxmann.

    Google Scholar 

  • KMK Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland (Eds.) (2003). Fächerspezifische Prognose der Hochschulabsolventen bis 2015. Beschluss der Kultusministerkonferenz vom 04.04.2003. Retrieved 24 January 2012 from http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2003/2003_06_01-Faecherspez-Hochschulabsolventen-2015.pdf.

  • KMK Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland (Eds.) (2012). Vorausberechnung der Studienanfängerzahlen 2012–2025—Fortschreibung. Retrieved 24 January 2012 from http://www.kmk.org/fileadmin/pdf/Statistik/Vorausberechnung_der_Studienanfaengerzahlen_2012-2025_01.pdf.

  • Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S. & Neubrand, M. (Eds.) (2011). Professionelle Kompetenz von Lehrkräften: Ergebnisse des Forschungsprogramms COACTIV. Münster: Waxmann.

  • Laschke, S., & Blömeke, S. (2013). Teacher education and development study: Learning to teach mathematics (TEDS-M). Dokumentation der Erhebungsinstrumente. Münster: Waxmann.

  • Lee, W. O. (1996). The cultural context for Chinese learners: Conceptions of learning in the Confucian tradition. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner (pp. 45–67). Hong Kong: Comparative Education Research Centre and The Australian Council for Educational Research Ltd.

    Google Scholar 

  • Leung, F. K. S. (2001). In search of an East Asian identity in mathematics education. Educational Studies in Mathematics., 47, 35–52.

    Article  Google Scholar 

  • Leung, F. K. S., Graf, F. & Lopez-Real, F. (Eds.). (2006). Mathematics education in different cultural traditions—A comparative study of East Asia and the West. New ICMI Studies Series No. 9. New York, NY: Springer.

    Google Scholar 

  • Li, J. (2012). Mathematics teacher preparation examined in an international context: Learning from the Teacher Education and Development Study in Mathematics (TEDS-M) and beyond. ZDM Mathematics Education, 44, 367–370.

    Article  Google Scholar 

  • Ma, X. (2010). Gender differences in mathematics achievement: Evidence from regional and international student assessments. In H. Forgasz, J. R. Becker, K.-H. Lee & O.-B. Steinthorsdottir (Eds.), International perspectives on gender and mathematics education (pp. 148–225). Charlotte, NC: Information Age Publisching.

    Google Scholar 

  • Meyer, H. (2008). Was ist guter Unterricht? Berlin: Cornelsen.

    Google Scholar 

  • Middendorf, E. (2008). Studieren mit Kind. Ergebnisse der 18. Sozialerhebung des Deutschen Studentenwerks durchgeführt durch HIS Hochschul-Informations-System. Bundesministerium für Bildung und Forschung (Eds.). Bonn/Berlin.

  • Möller, J. (2008). Lernmotivation. In A. Renkl (Ed.), Lehrbuch Pädagogische Psychologie (pp. 263–298). Bern: Huber.

    Google Scholar 

  • Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., Gregory, K. D., Garden, R. A., O’Connor, K. M., Chrostowski, S. J. & Smith, T. A. (2000). TIMSS 1999 International Mathematics Report: Findings from IEA’s repeat of the Third International Mathematics and Science Study at the eighth grade. Chestnut Hill, MA: Boston College.

    Google Scholar 

  • Mullis, I. V. S., Martin, M. O. & Foy, P. (2008). TIMSS 2007 international mathematics report. Findings from IEA’s trends in International Mathematics and Science Study at the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

    Google Scholar 

  • National Center for Education Statistics (2009). Trends in International Mathematics and Science Study (TIMSS). Retrieved 24 January 2012 from http://nces.ed.gov/timss/video.asp.

  • OECD (2008). Education at a glance: OECD indicators. Paris: OECD.

    Google Scholar 

  • Salili, F. (1995). Explaining Chinese students’ motivation and achievement: A socioculutral analysis. Advances in Motivation and Achievement, 9, 73–118.

    Google Scholar 

  • Stanat, P., Rauch, D. & Segeritz, M. (2010). Schülerinnen und Schüler mit Migrationshintergrund. In E. Klieme, C. Artelt, J. Hartig, N. Jude, O. Köller, M. Prenzel, W. Schneider & P. Stanat (Eds.), PISA 2009 Bilanz nach einem Jahrzehnt (pp. 200–230). Münster: Waxmann.

    Google Scholar 

  • 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.

    Google Scholar 

  • Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M. (2012a). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: IEA.

    Google Scholar 

  • Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R. & Rowley, G. (2012b). Teacher Education and Development Study in Mathematics (TEDS-M): Technical handbook. Amsterdam: IEA.

    Google Scholar 

  • Triandis, H. C. (1995). Individualism and collectivism. Boulder, CO: Westview Press.

    Google Scholar 

  • Vollstedt, M. (2011). Sinnkonstruktion und Mathematiklernen in Deutschland und Hongkong: Eine rekonstruktiv-empirische Studie. Perspektiven der Mathematikdidaktik, 2. Wiesbaden: Vieweg + Teubner.

  • Wu, M. L., Adams, R. J., Wilson, M. R. & Haldane, S. (2007). ACER ConQuest 2.0: General item response modelling software [Computer program manual]. Camberwell, Australia: Australian Council for Educational Research.

    Google Scholar 

  • Zhu, Y. & Leung, F. K. S. (2011). Motivation and achievement: Is there an East Asian model? International Journal of Science and Mathematics Education, 9, 1189–1212.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Abt. Systematische Didaktik, Humboldt-University, Unter den Linden 6, 10099, Berlin, Germany

    CHRISTIN LASCHKE

Authors
  1. CHRISTIN LASCHKE
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to CHRISTIN LASCHKE.

Rights and permissions

Reprints and permissions

About this article

Cite this article

LASCHKE, C. EFFECTS OF FUTURE MATHEMATICS TEACHERS’ AFFECTIVE, COGNITIVE AND SOCIO-DEMOGRAPHIC CHARACTERISTICS ON THEIR KNOWLEDGE AT THE END OF THE TEACHER EDUCATION IN GERMANY AND TAIWAN. Int J of Sci and Math Educ 11, 895–921 (2013). https://doi.org/10.1007/s10763-013-9423-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10763-013-9423-y

Key words

Search

Navigation