An international study of the relationship between learning to teach students from diverse backgrounds and mathematical knowledge for teaching in future secondary mathematics teachers

Elizabeth B. Dyer

doi:10.1007/978-3-319-92144-0_15

An international study of the relationship between learning to teach students from diverse backgrounds and mathematical knowledge for teaching in future secondary mathematics teachers

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This study examines the role teacher education plays in developing highly knowledgeable secondary mathematics teachers prepared to work with students from diverse backgrounds. Hierarchical linear modeling is used to investigate the relationship between opportunities to learn to teach students from diverse backgrounds during teacher preparation and teachers' mathematical knowledge for teaching using the TEDS-M international dataset. In some countries, a negative relationship within teacher preparation programs was found: Teachers with more opportunities to address the learning needs of students from diverse backgrounds have lower levels of mathematical knowledge for teaching. These results suggest that teachers with tools for addressing the learning needs of students from diverse backgrounds may lack adequate mathematical preparation.

Original language	English (US)
Title of host publication	Exploring the Mathematical Education of Teachers Using TEDS-M Data
Editors	Maria Teresa Tatto, Michael C Rodriguez, Wendy M Smith, Mark D Reckase, Kiril Bankov
Publisher	Springer
Pages	451-475
Number of pages	25
ISBN (Electronic)	9783319921440
ISBN (Print)	9783319921433
DOIs	https://doi.org/10.1007/978-3-319-92144-0_15
State	Published - Aug 16 2018
Externally published	Yes

ASJC Scopus subject areas

General Social Sciences

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10.1007/978-3-319-92144-0_15

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Dyer, E. B. (2018). An international study of the relationship between learning to teach students from diverse backgrounds and mathematical knowledge for teaching in future secondary mathematics teachers. In M. T. Tatto, M. C. Rodriguez, W. M. Smith, M. D. Reckase, & K. Bankov (Eds.), Exploring the Mathematical Education of Teachers Using TEDS-M Data (pp. 451-475). Springer. https://doi.org/10.1007/978-3-319-92144-0_15

An international study of the relationship between learning to teach students from diverse backgrounds and mathematical knowledge for teaching in future secondary mathematics teachers. / Dyer, Elizabeth B.
Exploring the Mathematical Education of Teachers Using TEDS-M Data. ed. / Maria Teresa Tatto; Michael C Rodriguez; Wendy M Smith; Mark D Reckase; Kiril Bankov. Springer, 2018. p. 451-475.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Dyer, EB 2018, An international study of the relationship between learning to teach students from diverse backgrounds and mathematical knowledge for teaching in future secondary mathematics teachers. in MT Tatto, MC Rodriguez, WM Smith, MD Reckase & K Bankov (eds), Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer, pp. 451-475. https://doi.org/10.1007/978-3-319-92144-0_15

Dyer EB. An international study of the relationship between learning to teach students from diverse backgrounds and mathematical knowledge for teaching in future secondary mathematics teachers. In Tatto MT, Rodriguez MC, Smith WM, Reckase MD, Bankov K, editors, Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer. 2018. p. 451-475 doi: 10.1007/978-3-319-92144-0_15

Dyer, Elizabeth B. / An international study of the relationship between learning to teach students from diverse backgrounds and mathematical knowledge for teaching in future secondary mathematics teachers. Exploring the Mathematical Education of Teachers Using TEDS-M Data. editor / Maria Teresa Tatto ; Michael C Rodriguez ; Wendy M Smith ; Mark D Reckase ; Kiril Bankov. Springer, 2018. pp. 451-475

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An international study of the relationship between learning to teach students from diverse backgrounds and mathematical knowledge for teaching in future secondary mathematics teachers

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