TEDS-M examined how different countries prepare their teachers to teach mathematics in primary and lower-secondary schools. The study gathered information on various characteristics of teacher education institutions, programs, and curricula. It also collected information on the opportunities to learn within these contexts, and on future teachers’ knowledge and beliefs about mathematics and learning mathematics. The main data collection was carried out in 2007–2008.
TEDS-M surveyed teacher education institutions, educators of future teachers, and future teachers (primary and secondary levels).
Botswana, Canada (New Foundland and Labrador, Nova Scotia, Québec and Ontario), Chile, Chinese Taipei, Georgia, Germany, Malaysia, Norway, Oman, Philippines, Poland, Russian Federation, Singapore, Spain, Switzerland, Thailand, and United States.
The international study coordination of TEDS-M was managed by a consortium of two partner institutions: the international study center at Michigan State University and the Australian Council for Educational Research (ACER), working in close cooperation with the IEA, and the national centers of participating countries.