Author Description

The Teacher Education and Development Study in Mathematics (TEDS-M), conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA), was designed to inform policy and practice in mathematics teacher education. For educational policymakers, TEDS-M contributes data on institutional arrangements that are effective in helping future teachers become sufficiently knowledgeable in mathematics and related teaching knowledge. For the teacher educators who design, implement, and evaluate teacher education curricula, TEDS-M contributes a shared terminology, a shared database, and benchmarks for examining their teacher education provision against what has proved possible and desirable to do in other settings. For mathematics teachers in schools, TEDS-M provides a better understanding of what qualified teachers of mathematics learn about the content and pedagogy of mathematics during their preservice education, as well as about the arrangements and conditions conducive to acquisition of this knowledge. For educators in general and for informed laypersons, TEDS-M provides a better understanding about what and how teachers learn as they prepare to teach. The TEDS-M joint-international research centers at Michigan State University (MSU) and the Australian Council for Educational Research (ACER) worked from 2006 to 2011 with the study's national research coordinators (NRCs) in the 17 participating countries to develop, implement, and report on the findings of this study. TEDS-M asked three key questions: (1) What are the policies that support primary and secondary teachers' achieved level and depth of mathematics and related teaching knowledge? (2) What learning opportunities available to prospective primary and lower- secondary mathematics teachers allow them to attain such knowledge? and (3) What level and depth of mathematics and related teaching knowledge have prospective primary and lower-secondary teachers attained by the end of