Encyclopedia of Mathematics Education

2014 Edition
| Editors: Stephen Lerman

Mathematics Teacher Education Organization, Curriculum, and Outcomes

  • Jarmila NovotnáEmail author
  • Hana Moraová
  • Maria Tatto
Reference work entry
DOI: https://doi.org/10.1007/978-94-007-4978-8_107


Tatto et al. (2010) stated: “We know little about the organization of the opportunities to learn mathematics and mathematics pedagogy offered to prospective and practicing teachers across the world and their relative effectiveness.” (p. 313). The quote comes from a paper based on reports from 20 participating countries collected as part of the 2005 Conference of the International Commission on Mathematics Instruction (ICMI-15) (see Tatto et al. 2009). Since then the Teacher Education and Development Study in Mathematics or TEDS-M* (see Tatto et al. 2012) was implemented in 2008 to begin to answer such questions.

In the 7 years between the ICMI-15 and the TEDS-M studies, the education of teachers has become an important policy issue. While we know more about the structure and characteristics of teacher education, the image that emerges is one of increased complexity. On the one hand, there are efforts by supranational institutions (e.g., European Union) to unify the...


Preservice teacher education In-service teacher education Professional teacher’s competences Mathematics content and mathematics pedagogy content knowledge Concurrent and consecutive study programs Teaching practicum Mathematics and teacher educators 
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Further Readings

  1. Adler J, Ball D, Krainer K, Lin F-L, Novotná J (2005) Reflections on an emerging field: researching mathematics teacher education. Educ Stud Math 60(3):359–381Google Scholar
  2. Ball DL, Even R (2004) The international commission on mathematical instruction (ICMI) – the fifteenth ICMI study, the professional education and development of teachers of mathematics. J Math Teach Educ 7:279–293Google Scholar
  3. Ball DL, Lubienski ST, Mewborn DS (2001) Research on teaching mathematics: the unsolved problem of teachers’ mathematical knowledge. In: Richardson V (ed) Handbook of research on teaching, 4th edn. Macmillan, New York, pp 433–456Google Scholar
  4. Hill H, Rowan B, Ball D (2005) Effects of teachers’ mathematical knowledge for teaching on student achievement. Am Educ Res J 42:371–406Google Scholar
  5. Lerman S, Tsatsaroni A (2005) Policy and practice in mathematics education. In: Goos M, Kanes C, Brown R (eds) Proceedings of the fourth international mathematics education and society conference. Centre for Learning Research, Griffith University, Queensland, pp 228–237Google Scholar
  6. Llinares S, Krainer K (2006) Mathematics (student) teachers and teacher educators as learners. In: Gutierrez A, Boero P (eds) Handbook of research on the psychology of mathematics education: past, present and future. Sense, Rotterdam, pp 429–459Google Scholar
  7. Margolinas C, Coulange L, Bessot A (2005) What can the teacher learn in the classroom? Educ Stud Math 59(1–3):205–304Google Scholar
  8. Osborn M (2007) Changing the context of teachers’ work professional development: a European perspective. Int J Educ Res 45:242–253Google Scholar
  9. Remillard JT, Lloyd G, Herbel-Eisenmann B (eds) (in press) Research perspectives on teachers’ use of mathematics curriculum materials. Routledge, LondonGoogle Scholar
  10. Tatto MT (2007) Educational reform and the global regulation of teacher education on teachers’ beliefs about instructional choice. Int J Educ Res 45:231–241Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Faculty of EducationCharles University in PraguePrahaCzech Republic
  2. 2.College of EducationMichigan State UniversityEast LansingUSA