Overview
- The first study on the first five years of mathematics teaching in international and comparative perspective
- Provides an alternative to value-added models for the study of the outcomes of higher education and outcomes of their graduates more generally
- A prototype for the first large scale assessment of beginning teachers’ knowledge of mathematics and mathematics pedagogy
- Framework, methods and other information may support the replication of similar studies across multiple settings
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Table of contents (8 chapters)
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Front Matter
Keywords
- FIRSTMATH
- Teaching primary and secondary school mathematics
- TEDS-M
- Large-scale cross-national comparative studies
- Survey methodology
- Classroom observation
- Teaching practices
- Pupil achievement
- Teacher effectiveness
- International mathematics assessments
- Mathematics achievement
- Mathematics teacher education
About this book
The FIRSTMATH study promises the development of methods and strategies to make it possible for teacher educators and future teachers to examine (and improve on) their own practices in an important STEM area.
Reviews
“This book would be helpful to researchers who are interested in conducting research on mathematics teacher education. The focus of this book is on beginning mathematics teachers at the primary and secondary levels.” (Mary Beth Rollick, MAA Reviews, April 5, 2021)
Authors and Affiliations
About the authors
Maria Teresa Tatto is a Professor in the Division of Educational Leadership and Innovation at Arizona State University, and the Southwest Borderlands Professor of Comparative Education at the Mary Lou Fulton Teachers College. She received her doctoral degree in Policy Analysis and Evaluation Research in Education from Harvard University, and her bachelor’s degree in Psychology from the National Autonomous University of Mexico (UNAM). Dr. Tatto has served as the director and principal investigator for the Teacher Education and Development Study in Mathematics (TEDSM), and for the First-Five-Years of Mathematics Teaching Study (FIRSTMATH), both funded by the U.S. National Science Foundation.
Michael Rodriguez is a professor of educational measurement and psychometrics at the University of Minnesota. His research focuses on item writing and accessible assessment design, in the contexts of early language and literacy development and the measurement of social and emotional learning.
Mark Reckase is a retired professor of educational measurement and psychometric theory from Michigan State University. He specializes in item response theory, standard setting, and the evaluation of teacher performance.
Wendy Smith works at the University of Nebraska and focuses her research on PK-20 mathematics, science, and computer science education and change, including institutional change, active learning, rural education, teacher change, teacher professional development, teacher leadership, professional networks, action research, professional noticing, and estimating teacher professional learning effects on student achievement.
Kiril Bankov is Professor of mathematics education at the Faculty of Mathematics and Informatics, the University of Sofia and at the Institute of Mathematics and Informatics, Bulgarian Academy of Sciences. He is a mathematics coordinator for the Teacher Education and Development Study in Mathematics, and for the First Five Years of Mathematics Teaching Study, both designed to explore the connections between pre-service preparation and what is learned on the job during the first years of teaching. His research interests include preparation of mathematics teachers, mathematics teaching, assessment in mathematics education, extracurricular work with mathematically gifted students, mathematics competitions.
James Pippin served as the project coordinator for FIRSTMATH while completing his PhD at Michigan State University. He has a PhD is in Educational Policy, from Michigan State University and is currently the Student Learning Assessment Specialist at Oakland Community College in Michigan.
Bibliographic Information
Book Title: The First Five Years of Teaching Mathematics (FIRSTMATH)
Book Subtitle: Concepts, Methods and Strategies for Comparative International Research
Authors: Maria Teresa Tatto, Michael C. Rodriguez, Mark D. Reckase, Wendy M. Smith, Kiril Bankov, James Pippin
DOI: https://doi.org/10.1007/978-3-030-44047-3
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-44046-6Published: 25 April 2020
Softcover ISBN: 978-3-030-44049-7Published: 25 April 2021
eBook ISBN: 978-3-030-44047-3Published: 24 April 2020
Edition Number: 1
Number of Pages: XXII, 151
Number of Illustrations: 84 b/w illustrations
Topics: Assessment, Testing and Evaluation, Teaching and Teacher Education, International and Comparative Education, Mathematics Education