Opportunities to Learn Mathematics Pedagogy and Connect Classroom Learning to Practice: A Study of Future Teachers in the United States and Singapore

Authors

Traci Shizu Kutaka, University of DenverFollow
Wendy M. Smith, University of Nebraska–LincolnFollow
Lorraine Males, University of Nebraska‐LincolnFollow

ORCID IDs

Lorraine M. Males https://orcid.org/0000-0002-1371-3718

Date of this Version

2018

Citation

Published as Chapter 10 in Exploring the Mathematical Education of Teachers Using TEDS-M Data, ed. Maria Teresa Tatto, Michael Rodriguez, Wendy Smith, Mark Reckase, and Kiril Bankov (Springer, 2018).

doi 10.1007/978-3-319-92144-0_10

Comments

Copyright © 2018 Springer International Publishing AG, part of Springer Nature. Used by permission.

Abstract

In this study, we conducted secondary analyses using the TEDS-M database to explore future mathematics specialists teachers’ opportunities to learn (OTL) how to teach mathematics. We applied latent class analysis techniques to differentiate among groups of prospective mathematics specialists with potentially different OTL mathematics pedagogy within the United States and Singapore. Within the United States, three subgroups were identified: (a) Comprehensive OTL, (b) Limited OTL, and (c) OTL Mathematics Pedagogy. Within Singapore, four subgroups were identified: (a) Comprehensive OTL, (b) Limited Opportunities to Connect Classroom Learning with Practice, (c) OTL Mathematics Pedagogy, and (d) Basic OTL. Understanding the opportunities different prospective teachers had to learn from and their experiences with different components of instructional practice in university and practicum settings has implications for teacher preparation programs.