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Future Teachers’ and Teacher Educators’ Perceptions of Learning Mathematics Instruction and Relationships to Knowledge

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Exploring the Mathematical Education of Teachers Using TEDS-M Data

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Abstract

This study used the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationships between opportunities to learn (OTL) mathematics instruction for conceptual understanding and primary future teachers’ (PSTs) knowledge for teaching mathematics in three countries: Poland, Russia, and the United States. The frequencies of opportunities to learn (OTL) mathematics instruction for conceptual understanding varied between PSTs and teacher educators. A comparison of the teacher educators’ and PSTs’ responses suggests that the PSTs had fewer opportunities to learn mathematics instruction for conceptual understanding than were intended by the teacher educators at the program level in the three countries. The patterns of relationships from a multilevel regression analysis in each of the selected countries show variations across contexts and categories of knowledge. In particular, the OTL how to (a) make distinctions between procedural and conceptual knowledge and (b) show why a procedure works, were significantly related to PSTs’ knowledge for teaching mathematics between programs in the United States and Russia, respectively. The OTL how to show why procedures work was significantly related to PSTs’ knowledge for teaching mathematics within the programs in the three countries. Policy implications for mathematics teacher education are discussed.

This research was supported by a grant from the American Educational Research Association, which receives funds for its “AERA Grants Program” from the National Science Foundation under Grant #DRL-0941014.

This report is based on my doctoral dissertation study done while at Michigan State University.

TEDS-M and the study contained in this chapter were supported by funding provided by a grant from the National Science Foundation Award No. REC – 0514431 (M.T. Tatto, PI). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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Authors and Affiliations

  1. Department of Instruction and Leadership in Education, Duquesne University, Pittsburgh, PA, USA

    Rachel A. Ayieko

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  1. Rachel A. Ayieko
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Correspondence to Rachel A. Ayieko .

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Editors and Affiliations

  1. Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona, USA

    Maria Teresa Tatto

  2. Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota, USA

    Michael C. Rodriguez

  3. Center for Science, Mathematics & Computer Education, University of Nebraska, Lincoln, Nebraska, USA

    Wendy M. Smith

  4. Michigan State University, East Lansing, Michigan, USA

    Mark D. Reckase

  5. Faculty of Mathematics and Informatics, University of Sofia, Sofia, Bulgaria

    Kiril Bankov

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Ayieko, R.A. (2018). Future Teachers’ and Teacher Educators’ Perceptions of Learning Mathematics Instruction and Relationships to Knowledge. In: Tatto, M., Rodriguez, M., Smith, W., Reckase, M., Bankov, K. (eds) Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer, Cham. https://doi.org/10.1007/978-3-319-92144-0_13

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  • DOI: https://doi.org/10.1007/978-3-319-92144-0_13

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