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This book reviews the Teacher Education and Development Study:
Learning to Teach Mathematics, which tested 23,000 primary and
secondary level math teachers from 16 countries on content
knowledge and asked their opinions on beliefs and opportunities to
learn.
This book reviews the Teacher Education and Development Study:
Learning to Teach Mathematics, which tested 23,000 primary and
secondary level math teachers from 16 countries on content
knowledge and asked their opinions on beliefs and opportunities to
learn.
Schooling matters. The authors' professional pursuits for over
twenty-five years have been focused on measuring one key aspect of
schooling: the curriculum - what students are expected to study and
what they spend their time studying. This documents their
conviction that schools and schooling play a vital and defining
role in what students know and are able to do with respect to
mathematics and science. This research examines seventeen
international studies of mathematics and science to provide a
nuanced comparative education study. Whilst including multiple
measures of students' family and home backgrounds, these studies
measure the substance of the curriculum students study which has
been shown to have a strong relationship with student performance.
Such studies have demonstrated the interrelatedness of student
background and curriculum. Student background influences their
opportunities to learn and their achievements, yet their schooling
can have even greater significance.
Schooling matters. The authors' professional pursuits for over
twenty-five years have been focused on measuring one key aspect of
schooling: the curriculum - what students are expected to study and
what they spend their time studying. This documents their
conviction that schools and schooling play a vital and defining
role in what students know and are able to do with respect to
mathematics and science. This research examines seventeen
international studies of mathematics and science to provide a
nuanced comparative education study. Whilst including multiple
measures of students' family and home backgrounds, these studies
measure the substance of the curriculum students study which has
been shown to have a strong relationship with student performance.
Such studies have demonstrated the interrelatedness of student
background and curriculum. Student background influences their
opportunities to learn and their achievements, yet their schooling
can have even greater significance.
Based on a major international teacher education research
project—the Mathematics Teaching in the 21st Century Study
(MT21)—this book investigates the pre-service preparation of
middle school mathematics teachers in the United States, South
Korea, Taiwan, Germany, Bulgaria, and Mexico. The study was funded
by the National Science Foundation and the participating countries.
William Schmidt (co-author of the influential TIMSS study on
student test results in science and math) and Maria Teresa Tatto
(director of the Teacher Education and Development study or TEDS-M)
led a collaborative team of international researchers in this
study. Using the results of more than 2,500 surveys, the authors
examine the differential contribution of the six countries’
teacher-education models to the knowledge, skills, and dispositions
of their future mathematics teachers. Case studies and detailed
analysis of the teacher education curriculum across the
participating countries provide rich contextual information to
explain the survey findings. This study is the first to examine the
resource allocation and economic support in teacher education
vis-Ă -vis other mathematics-related professions, and shows
that differential investment patterns are consistent with the level
of teaching knowledge found in each country’s new teachers. The
book includes a chapter on policy implications, with a special
focus on teacher preparation in the United States.
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