@article{e7a4c8bb263d4ed3b347b1f43d19c4f1,
title = "Knowledge of future primary teachers for teaching mathematics: An international comparative study",
abstract = "This article reports the results of the Teacher Education and Development Study in Mathematics (TEDSM) that are related to prospective primary teachers{\textquoteright} knowledge for teaching mathematics. TEDS-M was conducted under the auspices of the International Association for the Evaluation of Educational Achievement with additional support from the US. National Science Foundation and the participating countries. In 2008 more than 15,000 future primary teachers, enrolled in about 450 institutions that prepare future primary teachers, were surveyed. Two domains of knowledge for teaching mathematics were assessed using items that had been developed and validated in a cross-national field trial. Large differences in the structure of teacher preparation programs are reported. Differences in mathematical content knowledge (MCK) and mathematical pedagogical content knowledge (MPCK) were also observed both within and between programs and countries. Anchor points on the MCK and MPCK scales are used to describe qualitative characteristics of knowledge for teaching mathematics.",
keywords = "Comparative education, Content knowledge, International, Mathematics, Pedagogical content knowledge, Primary teacher education",
author = "Senk, {Sharon L.} and Tatto, {Maria Teresa} and Mark Reckase and Glenn Rowley and Ray Peck and Kiril Bankov",
note = "Funding Information: Abstract This article reports the results of the Teacher Education and Development Study in Mathematics (TEDS-M) that are related to prospective primary teachers{\textquoteright} knowledge for teaching mathematics. TEDS-M was conducted under the auspices of the International Association for the Evaluation of Educational Achievement with additional support from the US. National Science Foundation and the participating countries. In 2008 more than 15,000 future primary teachers, enrolled in about 450 institutions that prepare future primary teachers, were surveyed. Two domains of knowledge for teaching mathematics were assessed using items that had been developed and validated in a cross-national field trial. Large differences in the structure of teacher preparation programs are reported. Differences in mathematical content knowledge (MCK) and mathematical pedagogical content knowledge (MPCK) were also observed both within and between programs and countries. Anchor points on the MCK and MPCK scales are used to describe qualitative characteristics of knowledge for teaching mathematics. Funding Information: TEDS-M was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA), with additional financial support from the US National Science Foundation (NSF) and the participating countries.1 TEDS-M is the first IEA study of higher education.2 It builds on the tradition of cross- national studies of mathematics achievement in primary and secondary school begun by Husen (1967) to gather empirical evidence about mathematics teacher preparation for both primary and lower secondary grades. Seventeen countries participated in TEDS-M: Botswana, Canada3 (four provinces only), Chile, Chinese Taipei, Georgia, Germany, Malaysia, Norway, Oman,4 the Philippines, Poland, Russia, Singapore, Spain (primary teacher education only), Switzerland (German-speaking cantons only), Thailand, and the USA (public institutions only). All data were collected in 2008. Funding Information: The COACTIV project on {\textquoteleft}{\textquoteleft}Professional Competence of Teachers, Cognitively Activating Instruction, and the Development of Students{\textquoteright} Mathematical Literacy{\textquoteright}{\textquoteright}, directed by J{\"u}rgen Baumert, Werner Blum and Michael Neu-brand, and funded by the German Research Foundation (DFG) from 2002 to 2006, also assessed teacher knowledge for teaching, but only for secondary teachers already placed in schools. The COACTIV mathematical pedagogical content knowledge (MPCK) assessment was presented as {\textquoteleft}scenarios{\textquoteright} and contained three subscales: knowledge of the multiple solution paths of mathematical tasks (4 items), knowledge of student misconceptions and difficulties (7 items), and knowledge of mathematics-specific instructional strategies (11 items). The COACTIV MCK assessment consisted of 13 items lying between the school-level mathematical knowledge that school students ought to have and the mathematical knowledge that is taught at university that does not overlap with the content of the school curriculum. A significant finding of the COACTIV study relevant to the TEDS-M study was that, {\textquoteleft}Because no positive correlation was found between years of teaching practice and the two knowledge categories, teacher training can be assumed to be at the core of the development of the two knowledge categories. Thus, our results support current efforts to improve teacher education by placing a stronger emphasis on subject-based pedagogical content knowledge. Future research may provide deeper insights into the acquisition of PCK and CK during teacher training.{\textquoteright} (Krauss et al., 2008). Publisher Copyright: {\textcopyright} 2012 FIZ Karlsruhe.",
year = "2012",
month = aug,
day = "1",
doi = "10.1007/s11858-012-0400-7",
language = "English (US)",
volume = "44",
pages = "307--324",
journal = "ZDM - Mathematics Education",
issn = "1863-9690",
publisher = "Springer Verlag",
number = "3",
}