Abstract
This chapter summarizes the mayor conclusions for the FIRSTMATH Proof-of-Concept study, and includes the FIRSTMATH team reflections on what was accomplished. The chapter outlines future directions for the design of a larger study.
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Notes
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We are eager to share these tools—which are readily available--with the larger education community. But we must wait until we begin the larger study. We are currently in the process of applying for funding. Once funding is secured we will invite the international community to participate through our extensive network of educators in teacher preparation programs and professional organizations.
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Tatto, M. T., Rodriguez, M. C., Smith, W., Reckase, M., & Bankov, K. (Eds.). (2018). Exploring the mathematics education of teachers using TEDS-M data. Dordrecht, The Netherlands: Springer.
Tatto, M. T. (Ed.). (2013). The teacher education and development study in mathematics (TEDS-M). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Technical report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
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Tatto, M.T., Rodriguez, M.C., Reckase, M.D., Smith, W.M., Bankov, K., Pippin, J. (2020). Comparative International Research in Mathematics Education: Lessons Learned and Future Directions. In: The First Five Years of Teaching Mathematics (FIRSTMATH). Springer, Cham. https://doi.org/10.1007/978-3-030-44047-3_8
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