The effect of teacher education programs on future elementary mathematics teachers’ knowledge: a five-country analysis using TEDS-M data

• Published in: Journal of mathematics teacher education Vol. 19; no. 4; pp. 371 - 396
• Main Authors: Qian, Hong, Youngs, Peter
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.08.2016; Springer
• Subjects: Correlation; Cross Cultural Studies; Cultural Differences; Education; Elementary School Mathematics; Foreign Countries; Knowledge Level; Mathematics Education; Mathematics Teachers; Methods Courses; Pedagogical Content Knowledge; Philosophy of Education; Preservice Teachers; Teacher Education Programs; Teaching and Teacher Education; Teacher Education and Development Study in Mathematics; Mathematics pedagogical content knowledge; Mathematics content knowledge; Opportunity to learn
• ISSN: 1386-4416; 1573-1820
• DOI: 10.1007/s10857-014-9297-0

This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers’ knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of future teachers in their final year in teacher preparation programs. The purpose of this study is to explore whether elementary teaching candidates’ MCK and MPCK are associated with their opportunities to learn in mathematics courses and mathematics methods courses in five countries. The results showed that opportunities to learn in some teacher preparation components are more important than in other components.