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The TEDS-M: important issues, results and questions. (English)
Cho, Sung Je (ed.), The proceedings of the 12th international congress on mathematics education. Intellectual and attitudinal challenges, COEX, Seoul, Korea, July 8‒15, 2012. Cham: Springer (ISBN 978-3-319-10685-4/pbk; 978-3-319-12688-3/ebook). 99-121 (2015).
Summary: Until the last decade, international comparative studies in mathematics education focused primarily on the knowledge and beliefs of school students. Recently, the focus has shifted towards research on teachers and teacher education. The Teacher Education and Development Study in Mathematics (TEDS-M) is the first international large-scale study about (initial primary and secondary) mathematics teacher education with 17 countries participating. The importance of large-scale research in mathematics teacher education is mirrored in the decision to organize a Plenary Panel on TEDS-M at the 12th International Congress on Mathematical Education (ICME-12). This paper sketches the background of the study, main program features and major inputs of the Plenary Panel.
Classification: D20 B50
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