Abstract
Previous articleNext article No AccessPolicy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M) by M. T. Tatto, , John Schwille, , S. L. Senk, , Lawrence Ingvarson, , Glenn Rowley, , Ray Peck, , Kiril Bankov, , Michael Rodriguez, and Mark Reckase. Amsterdam: IEA, 2012. 295 pp. €40 (paper) or free download (from IEA website). ISBN 978-9-079-54912-2.Esther LevensonEsther Levenson Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 57, Number 4November 2013 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/674063 Views: 73Total views on this site Citations: 1Citations are reported from Crossref For permission to reuse, please contact [email protected]PDF download Crossref reports the following articles citing this article:Aļesja Šapkova THE RELATIONSHIPS BETWEEN THE TRADITIONAL BELIEFS AND PRACTICE OF MATHEMATICS TEACHERS AND THEIR STUDENTS’ ACHIEVEMENTS IN DOING MATHEMATICS TASKS, Problems of Education in the 21st Century 58, no.11 (Mar 2014): 127–143.https://doi.org/10.33225/pec/14.58.127
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