An international study of the relationship between learning to teach students from diverse backgrounds and mathematical knowledge for teaching in future secondary mathematics teachers

Abstract

This study examines the role teacher education plays in developing highly knowledgeable secondary mathematics teachers prepared to work with students from diverse backgrounds. Hierarchical linear modeling is used to investigate the relationship between opportunities to learn to teach students from diverse backgrounds during teacher preparation and teachers' mathematical knowledge for teaching using the TEDS-M international dataset. In some countries, a negative relationship within teacher preparation programs was found: Teachers with more opportunities to address the learning needs of students from diverse backgrounds have lower levels of mathematical knowledge for teaching. These results suggest that teachers with tools for addressing the learning needs of students from diverse backgrounds may lack adequate mathematical preparation.