How Primary Future Teachers’ Knowledge Is Shaped by Teacher Preparation

Abstract

This chapter uses data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine associations between primary future teachers opportunity to learn (OTL) in mathematics courses and mathematics methods courses in Chinese Taipei, Singapore, and the United States and their mathematics content knowledge and mathematics pedagogical content knowledge. The study found evidence that primary candidates’ knowledge seems to be affected by the content of mathematics courses taken and by the number of topics addressed and their OTL in mathematics methods courses.