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Title Exploring the mathematical education of teachers using TEDS-M data / Maria Teresa Tatto, Michael C. Rodriguez, Wendy M. Smith, Mark D. Reckase, Kiril Bankov, editors.
Imprint Cham, Switzerland : Springer International Publishing, [2018]

LOCATION CALL # STATUS MESSAGE
 OHIOLINK SPRINGER EBOOKS    ONLINE  
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LOCATION CALL # STATUS MESSAGE
 OHIOLINK SPRINGER EBOOKS    ONLINE  
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Subject Mathematics -- Study and teaching.
Alt Name Tatto, Maria Teresa,
Roguez, Michael C.,
Smith, Wendy M.,
Reckase, Mark,
Bankov, Kiril,
Description 1 online resource
Bibliography Note Includes bibliographical references.
Contents Intro; Foreword; Preface; Acknowledgments; Contents; Contributors; Abbreviations; Chapter 1: Introduction: Exploring the Mathematical Education of Teachers Using TEDS-M Data; Introduction; The TEDS-M Framework; Studying Mathematics Teacher Education: TEDS-M Findings to Date; Variation in and Across Countries; Program Variation; Variation in Opportunities to Learn in Teacher Education Programs; Variation Among Teacher Educators; Variation Among Future Teachers; Variation in the Outcomes of Teacher Education Programs; Mathematics and Mathematics Pedagogy Content Knowledge; Beliefs.
Variations in Context and PolicyTEDS-M's Contribution to the Study of Mathematics Teacher Education; References; Part I: Exploring Different Dimensions of Teacher Education Programs; Chapter 2: Introduction: Exploring Different Dimensions of Teacher Education Programs in the TEDS-M Study; Characteristics of Teacher Education Programs; Data on Teacher Education Programs; Data on Teacher Educators; Chapters in Part I; References; Chapter 3: Preparing High Quality Mathematics Primary Teachers: Exploring Program Strategies and Standards in the United States, Russia, Poland, and Chinese Taipei.
IntroductionResearch Questions; Insights from the Research Literature; Methods; Data Source and Instruments; Dependent Variables; Independent Variables; Models; Results; United States; Russian Federation; Poland; Chinese Taipei; Conclusion; Appendix; Program Selectivity and Monitoring; Governance; Program Content Standards; Program Field Experiences; Program Supervisors; References; Chapter 4: The Intended, Implemented, and Achieved Curriculum of Mathematics Teacher Education in the United States; Introduction; Literature Overview.
The TEDS-M Study of the Teacher Education Curriculum: Methods and RationaleThe Intended Curriculum of Schools and Teacher Education Programs; The Mathematics Curriculum of Schools; The Teacher Education Curriculum; Limitations; The Implemented Curriculum of Teacher Education Programs; Opportunities to Learn As Reported by Programs and Experienced by Future Teachers; The Achieved Curriculum of Teacher Education Programs: Assessment of Mathematical Content and Mathematical Pedagogical Content Knowledge; Findings: The Intended, Implemented, and Achieved Curriculum.
The Intended Curriculum of SchoolsThe Intended Curriculum of Teacher Education Programs; School Mathematics Content; Academic/University Mathematics Content; Mathematical Pedagogy Content; General Pedagogy Content; Field Experience in Schools; Discussion of the Intended Curriculum of Teacher Education Programs; The Implemented Curriculum of Teacher Education As Reported by Programs; Contact Hours per Domain and Routes into Teaching; Contact Hours Allocated to Field Experiences; Discussion of the Implemented Curriculum of Teacher Education As Reported by Programs.
Summary This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach mathematics? How does the local and national policy environment contribute to teacher education outcomes? It invites readers to explore these questions across a large number of international settings. The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs. The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries. The study collected data on teacher education programs structure, curriculum and opportunities to learn, on teacher educators' characteristics and beliefs, and on future mathematics teachers' individual characteristics, beliefs, and mathematics and pedagogical knowledge across 17 countries providing a unique opportunity to explore enduring questions in the field. 'The Teacher Education and Development Study in Mathematics (TEDS-M) is the largest and best known international study of mathematics teacher preparation. The present book contains reports of exploratory analyses of the TEDS-M data that were primarily produced as the result of a series of workshops to acquaint scholars--especially beginning mathematics education researchers--with the study and the data. The TEDS-M data set, therefore, provides a unique resource for researchers in mathematics education. Although the chapters in the present book demonstrate vividly the potential of that resource, they are far from exhausting it. TEDS-M is a gift to you the readers of this book that deserves to be carried forward in the research you will do.' Jeremy Kilpatrick, Regents Professor Emeritus, University of Georgia, USA.
Note Online resource; title from digital title page (viewed on September 12, 2018).
ISBN 9783319921440 (electronic book)
3319921444 (electronic book)
9783319921433
3319921436
ISBN/ISSN 10.1007/978-3-319-92144-0
OCLC # 1048895945
Additional Format Print version: Exploring the mathematical education of teachers using TEDS-M data. Cham, Switzerland : Springer International Publishing, [2018] 3319921436 9783319921433 (OCoLC)1032360406