TEDS-M 2008 Fact Sheet
- 2006 (October–September): field trial of instruments and procedures
- 2007 (October–November): main data collection in Southern Hemisphere
- 2008 (March-May): main data collection in Northern Hemisphere
- 2008: publication of final version of conceptual framework document
- 2009: release of TEDS-M Cost Study Report
- 2012: release of TEDS-M International Report
- 2012: release of TEDS-M International Database and User Guide
- 2013: release of TEDS-M Policy Report
- 2013: release of TEDS-M Encyclopedia
- 2013: release of TEDS-M Technical Report
The overall objective is to find better ways to help teachers learn what they need to know to teach mathematics well at the primary and lower secondary school levels.
Aims of the study regarding the diverse audiences:
- For educational policymakers: Suggest institutional and program arrangements that are effective in helping teachers become sufficiently knowledgeable.
- For teacher educators who design, implement, and evaluate teacher education programs: Provide them with a shared language, a shared database, and, finally, shared benchmarks by which to compare their programs to those that have proven possible and effective in other settings.
- For mathematics educators: Provide a better understanding of what qualified teachers of mathematics are able to learn about the content and the pedagogy of mathematics and the conditions necessary for teachers to acquire this knowledge.
- For educators in general and for informed laypersons: Provide a better understanding, backed by empirical research, of how and what teachers learn as they prepare to teach mathematics.
- What are the policies that support primary and secondary teachers’ achieved level and depth of mathematics and related teaching knowledge?
- What learning opportunities, available to prospective primary and lower secondary mathematics teachers, allow them to attain such knowledge?
- What level and depth of mathematics and related teaching knowledge have prospective primary and lower secondary teachers attained by the end of their preservice teacher education?
- Teachers‘ mathematics content knowledge
- Teachers‘ mathematics pedagogical content knowledge
Policy and context
- Teacher preparation routes
- Teacher education policy
- National and teacher education curricula
- The costs of becoming and preparing a mathematics teacher
Knowledge necessary for teaching mathematics
Mathematics content knowledge framework
- Content knowledge domains
- Cognitive Domains
Mathematics pedagogical content knowledge framework
- Mathematical curricula Knowledge
- Knowledge of planning for mathematical teaching and learning (pre-active)
- Enacting mathematics for teaching and learning (interactive)
Opportunities to Learn (OTL)
Teacher background and demographics
A total of 17 countries
Botswana, Canada (four provinces), Chile, Chinese Taipei, Georgia, Germany, Malaysia, Norway, Oman (lower secondary teacher education only), the Philippines, Poland, the Russian Federation, Singapore, Spain (primary teacher education only), Switzerland (German-speaking cantons only), Thailand, and the USA (public institutions, concurrent and consecutive teacher education program routes only).
Future primary and lower secondary mathematics teachers in their last year of training, their educators, and their institutions
Roughly 500 institutions, 14,000 future primary and 8,300 future lower secondary teachers, and 5,500 educators
- Future teacher booklets
- Assessment of mathematics content knowledge and mathematics pedagogical content knowledge
- Future Teacher background
- Background questionnaires
- Educator questionnaire
- Institutional program questionnaire
- TEDS-M route questionnaire
- Policy questionnaire
- Curriculum questionnaire
- Country reports from national research coordinators (NRCs)
- Costs study: Secondary analysis of national surveys and national statistics