Education Commons^™

Focused: Why A Teaching Team Is Greater Than The Sum Of Its Parts, Ray Peck

Ray Peck

Ray Peck reports on new research revealing that focused teaching teams assist the mathematics learning of students with Down syndrome.

Knowledge Of Future Primary Teachers For Teaching Mathematics : An International Comparative Study, S Senk, M Tatto, M Reckase, Glenn Rowley, Ray Peck, K Bankov

Ray Peck

This article reports the results of the Teacher Education and Development Study in Mathematics (TEDS-M) that are related to prospective primary teachers’ knowledge for teaching mathematics. TEDS-M was conducted under the auspices of the International Association for the Evaluation of Educational Achievement with additional support from the US. National Science Foundation and the participating countries. In 2008 more than 15,000 future primary teachers, enrolled in about 450 institutions that prepare future primary teachers, were surveyed. Two domains of knowledge for teaching mathematics were assessed using items that had been developed and validated in a cross-national field trial. Large differences in …

Policy, 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), Teresa Tatto, Jack Schwille, Sharon Senk, Lawrence Ingvarson, Ray Peck, Glenn Rowley

Ray Peck

The IEA Teacher Education and Development Study in Mathematics (TEDS-M 2008) was a comparative study of primary and secondary mathematics teacher education. It examined how different countries prepared teachers to teach mathematics in primary and lower-secondary schools.

TEDS-M paid particular attention to links between teacher education policies, practices, and outcomes. TEDS-M asked several key research questions:

• What is the national policy context for mathematics teacher education?

• What are the main characteristics of mathematics teacher education programs, and how do they vary across countries?

• What is the level of mathematics and related teaching knowledge acquired by prospective primary …

Teds-M Plenary Panel At Icme-12, Ray Peck

Ray Peck

Focusing on mathematics learning at school level, mathematics teachers have the strongest influence on student learning because they are directly working with students. Teachers are regarded as key persons of educational change. For example, a meta-analysis on student learning (Hattie, 2003) found that teachers' impact on students' learning is high: Identified factors that contribute to major sources of variation in student performance include the students (50%) and teachers (30%) as the most important factors, whereas home, schools, principals, peer effects (altogether 20%) play a less important role.

Teacher Education And Development Study In Mathematics (Teds-M) : Policy, Practice, And Readiness To Teach Primary And Secondary Mathematics : Conceptual Framework., Maria Tatto, John Schwille, Sharon Senk, Lawrence Ingvarson, Ray Peck, Glenn Rowley

Ray Peck

TEDS-M is a collaborative effort of worldwide institutions to study the mathematics preparation of future primary and secondary teachers. This study investigates whether what future teachers learn in teacher education leads to more effective knowledge of mathematics and mathematics for teaching. The lead centre is the International Study Center at Michigan State University, which along with the International Association for the Evaluation of Educational Achievement (IEA), the Australian Council of Educational Research, and national research centres (NRCs) in 17 countries, is analysing the costs of becoming a teacher prepared to teach mathematics, the policies governing mathematics teacher education (including recruitment, …

Developing An Understanding Of Teaching Mathematics: Working With People, Ray Peck

Ray Peck

No abstract provided.