The mathematical education of secondary teachers

Research output: Chapter in Book/Report/Conference proceedingChapter

9 Scopus citations


This chapter explores the influence of pre-service teacher education on future secondary teachers' mathematical knowledge for teaching across several of the countries/regions that participated in the Teacher Education and Development Study in Mathematics (TEDS-M) including Chile, Chinese Taipei, Germany, Malaysia, the Philippines, Poland, the Russian Federation, Singapore, Switzerland, and Thailand, and paying particular attention to the situation in the United States of America. This chapter uses survey and knowledge assessment data collected by TEDS-M from representative samples of teacher education programs and their future secondary teachers across these countries/regions. Multilevel analyses show wide variability in the knowledge for teaching mathematics future secondary teachers attain. Previous mathematics knowledge as a requirement for entry into teacher education and mathematics-rich opportunities to learn were associated with higher and deeper levels of mathematical and mathematical pedagogical knowledge, after controlling for individual characteristics. Beliefs espousing traditional orientations to learning mathematics were associated with lower levels of performance in the knowledge assessments. The discussion highlights the importance of self-study and self-regulation in teacher education.

Original languageEnglish (US)
Title of host publicationExploring the Mathematical Education of Teachers Using TEDS-M Data
PublisherSpringer International Publishing
Number of pages42
ISBN (Electronic)9783319921440
ISBN (Print)9783319921433
StatePublished - Aug 16 2018

ASJC Scopus subject areas

  • General Social Sciences


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