Measuring the Impact of Teacher Education on Learning to Teach Mathematics: The Teacher Education Study in Mathematics

Session Submission Type: Symposium

Abstract

The Teacher Education Study (TEDS-M) is a collaborative effort of worldwide institutions to study the mathematics preparation of future primary and secondary teachers. The study intends to explore if what future teachers learn in pre-service teacher education leads to more effective knowledge of mathematics and mathematics for teaching. The TEDS-M study relies on rigorous methodologies, nationally representative samples and large scale surveys of teacher education institutions, faculty, and future teachers to provide valid and reliable information on the organization and outcomes of preparing future teachers to teach mathematics at the primary and secondary levels. This Symposium will present in detail the challenges involved in developing valid and reliable measures and well as the main findings emerging from the study.

Sub Unit

• Division L - Educational Policies and Politics / Section 6: Teacher Policy and Politics

Chair

• Maria Teresa Tatto, Michigan State University

Papers

• Measuring the Impact of Teacher Education on Learning to Teach Mathematics - Maria Teresa Tatto, Michigan State University

• Challenges and Successes of Building Measures Relevant to Research on Teacher Education in International Contexts - Michael C. Rodriguez, University of Minnesota

• The Assessment and Reporting of the Mathematics Knowledge of Prospective Teachers from International Studies - Mark D. Reckase, Michigan State University

• Teacher Education Effects on Mathematics Knowledge for Teaching - Maria Teresa Tatto, Michigan State University

Discussants

• James S. Dietz, National Science Foundation

• Robert E. Floden, Michigan State University