The mathematics education of future primary and secondary teachers : methods and findings from the Teacher Education and Development Study in Mathematics
In 2005, the International Association for the Evaluation of Educational Achievement (IEA), Michigan State University, and the Australian Council for Educational Research took an important step in advancing the field of education by partnering to develop and implement the first international and com...
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| Vydané v: | Journal of teacher education Ročník 62; číslo 2; s. 121 - 137 |
|---|---|
| Hlavní autori: | , |
| Médium: | Journal Article |
| Jazyk: | English |
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Los Angeles, CA
SAGE Publications
01.03.2011
Corwin Press, Inc SAGE PUBLICATIONS, INC |
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| ISSN: | 0022-4871, 1552-7816 |
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| Abstract | In 2005, the International Association for the Evaluation of Educational Achievement (IEA), Michigan State University, and the Australian Council for Educational Research took an important step in advancing the field of education by partnering to develop and implement the first international and comparative study of mathematics teacher education. The study was made possible by the substantial funding received from the National Science Foundation, the IEA, and the collaboration of 17 participating countries. The purpose of this article is to illustrate the methodology used in this major cross-national study of teacher education-the IEA Teacher Education and Development Study in Mathematics, known as TEDS-M-and to share its main findings related to the mathematical preparation of future teachers. [Author abstract] |
|---|---|
| AbstractList | In 2005, the International Association for the Evaluation of Educational Achievement (IEA), Michigan State University, and the Australian Council for Educational Research took an important step in advancing the field of education by partnering to develop and implement the first international and comparative study of mathematics teacher education. The study was made possible by the substantial funding received from the National Science Foundation, the IEA, and the collaboration of 17 participating countries. The purpose of this article is to illustrate the methodology used in this major cross-national study of teacher education--the IEA Teacher Education and Development Study in Mathematics, known as TEDS-M--and to share its main findings related to the mathematical preparation of future teachers. In 2005, the International Association for the Evaluation of Educational Achievement (IEA), Michigan State University, and the Australian Council for Educational Research took an important step in advancing the field of education by partnering to develop and implement the first international and comparative study of mathematics teacher education. The study was made possible by the substantial funding received from the National Science Foundation, the IEA, and the collaboration of 17 participating countries. The purpose of this article is to illustrate the methodology used in this major cross-national study of teacher education-the IEA Teacher Education and Development Study in Mathematics, known as TEDS-M-and to share its main findings related to the mathematical preparation of future teachers. [Author abstract] In 2005, the International Association for the Evaluation of Educational Achievement (IEA), Michigan State University, and the Australian Council for Educational Research took an important step in advancing the field of education by partnering to develop and implement the first international and comparative study of mathematics teacher education. The study was made possible by the substantial funding received from the National Science Foundation, the IEA, and the collaboration of 17 participating countries. The purpose of this article is to illustrate the methodology used in this major cross-national study of teacher education--the IEA Teacher Education and Development Study in Mathematics, known as TEDS-M--and to share its main findings related to the mathematical preparation of future teachers. Keywords teacher education/development, mathematics education, international/comparative, methodology In 2005, the International Association for the Evaluation of Educational Achievement (IEA), Michigan State University, and the Australian Council for Educational Research took an important step in advancing the field of education by partnering to develop and implement the first international and comparative study of mathematics teacher education. The study was made possible by the substantial funding received from the National Science Foundation, the IEA, and the collaboration of 17 participating countries. The purpose of this article is to illustrate the methodology used in this major cross-national study of teacher education--the IEA Teacher Education and Development Study in Mathematics, known as TEDS-M--and to share its main findings related to the mathematical preparation of future teachers. (Contains 5 notes, 4 tables and 3 figures.) In 2005, the International Association for the Evaluation of Educational Achievement (IEA), Michigan State University, and the Australian Council for Educational Research took an important step in advancing the field of education by partnering to develop and implement the first international and comparative study of mathematics teacher education. The study was made possible by the substantial funding received from the National Science Foundation, the IEA, and the collaboration of 17 participating countries. The purpose of this article is to illustrate the methodology used in this major cross-national study of teacher education--the IEA Teacher Education and Development Study in Mathematics, known as TEDS-M--and to share its main findings related to the mathematical preparation of future teachers. [PUBLICATION ABSTRACT] |
| Audience | Elementary Secondary Education Higher Education Academic |
| Author | Sharon Senk Ray Peck Glenn Rowley Maria Teresa Tatto |
| AuthorAffiliation | Michigan State University. Div of Mathematics and Science Education Michigan State University. Dept of Teacher Education Australian Council for Educational Research (ACER) |
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| Copyright | 2011 American Association of Colleges for Teacher Education COPYRIGHT 2011 Corwin Press, Inc. COPYRIGHT 2011 Corwin Press, Inc. Copyright SAGE PUBLICATIONS, INC. Mar/Apr 2011 |
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| References | Tatto, M.T., Nielsen, H.D., Cummings, W.C., Kularatna, N.G., Dharmadasa, D.H. 1993; 9 Ingersoll, R.M. 1999; 28 Masters, G.N. 1982; 47 Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Tsai, Y-M. 2010; 47 Darling-Hammond, L. 2000; 8 Wilson, S.M., Floden, R.E., Ferrini-Mundy, J. 2002; 53 Tatto, M.T. 1996; 18 Tatto, M.T. (atypb31) 2008 Darling-Hammond, L. (atypb8) 2000; 8 Kilpatrick, J. (atypb18) 2001 Schmidt, W.H. (atypb25) 2007 atypb19 Hiebert, J. (atypb14) 2003 Tatto, M.T. (atypb32) 2011 atypb26 Husen, T. (atypb16) 1967 Commission on Mathematics and Science Education. (atypb6) 2009 atypb29 atypb23 atypb20 National Research Council. (atypb22) 2010 Tatto, M.T. (atypb30) Darling-Hammond, L. (atypb9) 2010 United Nations Educational, Scientific and Cultural Organization. (atypb33) 1997 De Ayala, R.J. (atypb10) 2009 Tatto, M.T. (atypb27) 2001 atypb15 atypb17 atypb11 atypb12 Rasch, G. (atypb24) 1980 atypb34 atypb13 Tatto, M. T. (atypb28) atypb1 National Center for Education Statistics. (atypb21) 2009 Wu, M. (atypb35) 2007 atypb2 atypb5 Barber, M. (atypb3) 2007 atypb4 atypb7 |
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| Title | The mathematics education of future primary and secondary teachers : methods and findings from the Teacher Education and Development Study in Mathematics |
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