Encyclopedia of Mathematics Education

2020 Edition
| Editors: Stephen Lerman

Teacher Education Development Study-Mathematics (TEDS-M)

  • Maria TattoEmail author
Reference work entry
DOI: https://doi.org/10.1007/978-3-030-15789-0_151
  • 3 Downloads

Definition

TEDS-M is the first empirical cross-national study of teacher preparation to collect data on the organization, curriculum, processes, and outcomes of teacher education from national probability samples of institutions, teaching staff, and students in 17 countries (Botswana, Canada, Chile, Chinese Taipei, Georgia, Germany, Malaysia, Norway, Oman, Philippines, Poland, Russian Federation, Singapore, Spain, Switzerland, Thailand, and the United States). TEDS-M was designed to focus on the outcomes of the mathematics preparation of teachers at the primary and lower secondary levels and to serve as a valuable tool to help inform and develop mathematics teacher preparation policy for future mathematics teachers.

The TEDS-M study was carried out under the aegis of the International Association for the Evaluation of Educational Achievement (IEA) and was made possible by a major grant from the US National Science Foundation. The College of Education at Michigan State University (MSU)...

Keywords

Assessment Knowledge Mathematics Pedagogy Teacher education Botswana Canada Chile Chinese Taipei Georgia Germany Malaysia Norway Oman Philippines Poland Russian federation Singapore Spain Switzerland Thailand United States 
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References

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  2. Staub FC, Stern E (2002) The nature of teachers’ pedagogical content beliefs matters for students’ achievement gains: quasi-experimental evidence from elementary mathematics. J Educ Psychol 94(2):344–355CrossRefGoogle Scholar
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  6. Tatto MT (2010) The first five years of mathematics teaching study (FIRSTMATH). http://firstmath.educ.msu.edu/
  7. Tatto MT, Schwille J, Senk SL, Bankov K, Rodriguez M, Reckase M, Ingvarson L, Rowley G, Peck R (2012) Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries. Now available for download from the TEDS-M website at MSU: http://teds.educ.msu.edu/. It is likewise available on-line from the IEA webpage at: http://www.iea.nl/ (homepage, recent publications)

Further Reading

  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):359–381CrossRefGoogle Scholar
  2. Ball DL, Bass H (2000) Interweaving content and pedagogy in teaching and learning to teach: knowing and using mathematics. In: Boaler J (ed) Multiple perspectives on the teaching and learning of mathematics. Ablex, Westport, pp 83–104Google Scholar
  3. 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 7:279–293CrossRefGoogle Scholar
  4. Even R, Ball D (eds) (2009) The professional education and development of teachers of mathematics, vol 11, The 15th ICMI study series. Springer, New YorkGoogle Scholar
  5. Hill H, Rowan B, Ball D (2005) Effects of teachers’ mathematical knowledge for teaching on student achievement. Am Educ Res J 42:371–406CrossRefGoogle Scholar
  6. 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
  7. 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
  8. Margolinas C, Coulange L, Bessot A (2005) What can the teacher learn in the classroom? Educ Stud Math 59(1–3):205–304CrossRefGoogle Scholar
  9. Morris AK, Hiebert J, Spitzer SM (2009) Mathematical knowledge for teaching in planning and evaluating instruction: what can preservice teachers learn? J Res Math Educ 40(5):491–529Google Scholar
  10. Shulman L (1987) Knowledge and teaching: foundations of the new reform. Harv Educ Rev 57:1–22CrossRefGoogle Scholar
  11. Tatto MT (2007) Educational reform and the global regulation of teacher education on teachers’ beliefs about instructional choice. Int J Educ Res 45:231–241CrossRefGoogle Scholar
  12. Tatto MT, Lerman S, Novotná J (2009) Overview of teacher education systems across the world. In Even R, Ball D (eds) The professional education and development of teachers of mathematics. The 15th ICMI study. New ICMI study series, vol 11. Springer, New York, pp 15–24CrossRefGoogle Scholar
  13. Tatto MT, Lerman S, Novotná J (2010) The organization of the mathematics preparation and development of teachers: a report from the ICMI study 15. J Math Teach Educ 13(4):313–324CrossRefGoogle Scholar
  14. Van Dooren W, Verschaffel L, Onghena P (2002) The impact of preservice teachers’ content knowledge on their evaluation of students’ strategies for solving arithmetic and algebra word problems. J Res Math Educ 33(5):319–351CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.College of EducationMichigan State UniversityEast LansingUSA