Introduction: Methodological challenges and strategies in the TEDS-M study

Maria Tatto, Wendy M. Smith

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter provides an introduction to Part III of the book which highlights specific methodological challenges and strategies in the Teacher Education and Development Study in Mathematics (TEDS-M), a cross-national study of teacher education programs that prepare future primary and secondary mathematics teachers. The TEDS-M Technical Report (Tatto MT, The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: technical report. International Association for the Evaluation of Student Achievement, Amsterdam, 2013) provides the complete methodology and procedures. Chapters in this part discuss challenges with sampling, interpretation, and validation. The chapter on sampling introduces non-statisticians to the basic concepts of statistical sampling and its application in TEDS-M using examples and graphical illustrations. Instruments to capture the demographic and outcome variables of interest in TEDS-M did not exist, much less for use internationally, so TEDS-M researchers had to create, validate, and interpret appropriate measurements for the target populations. Importantly, the TEDS-M study, at the request of the participating countries, included assessments of knowledge, an approach that had not been attempted at the time in any country, much less at an international scale. The chapter on anchor points explains the development of a method to help interpret the assessment results. While the TEDS-M Technical Report includes information on overall instrument validation, the final two chapters in this Part III, look more closely at differential item functioning, and at the alignment of the teacher knowledge assessments to national expectations concerning mathematical knowledge for teaching using the United States case as an example.

Original languageEnglish (US)
Title of host publicationExploring the Mathematical Education of Teachers Using TEDS-M Data
PublisherSpringer International Publishing
Pages479-487
Number of pages9
ISBN (Electronic)9783319921440
ISBN (Print)9783319921433
DOIs
StatePublished - Aug 16 2018

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mathematics studies
mathematics
teacher
education
basic concept

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Tatto, M., & Smith, W. M. (2018). Introduction: Methodological challenges and strategies in the TEDS-M study. In Exploring the Mathematical Education of Teachers Using TEDS-M Data (pp. 479-487). Springer International Publishing. https://doi.org/10.1007/978-3-319-92144-0_16

Introduction : Methodological challenges and strategies in the TEDS-M study. / Tatto, Maria; Smith, Wendy M.

Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing, 2018. p. 479-487.

Research output: Chapter in Book/Report/Conference proceedingChapter

Tatto, M & Smith, WM 2018, Introduction: Methodological challenges and strategies in the TEDS-M study. in Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing, pp. 479-487. https://doi.org/10.1007/978-3-319-92144-0_16
Tatto M, Smith WM. Introduction: Methodological challenges and strategies in the TEDS-M study. In Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing. 2018. p. 479-487 https://doi.org/10.1007/978-3-319-92144-0_16
Tatto, Maria ; Smith, Wendy M. / Introduction : Methodological challenges and strategies in the TEDS-M study. Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing, 2018. pp. 479-487
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