U.S. TEDS-M explores the links between teacher education policies, practices and outcomes, and will address research questions central to policy makers interested in improving teacher education such as:
- What are the specific learning opportunities in mathematics, mathematics pedagogy, and general pedagogy provided to future mathematics teachers and how do these relate to students' knowledge and beliefs about the teaching and learning of mathematics?
- What is the optimum balance of emphasis among learning opportunities in mathematics, mathematics pedagogy, and general pedagogy?
- What kinds of K-12 in-school practical experience are most effective in preparing teachers?
- What kinds of policies are effective in recruiting teachers of mathematics from diverse social and cultural backgrounds?