This article addresses the problem of how opportunities to learn in teacher
education programs influence future elementary mathematics teachers’ knowledge. This
study used data collected for the Teacher Education and Development Study in Mathe￾matics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the
mathematics pedagogical content knowledge (MPCK) of future teachers in their final year
in teacher preparation programs. The purpose of this study is to explore whether ele￾mentary teaching candidates’ MCK and MPCK are associated with their opportunities to
learn in mathematics courses and mathematics methods courses in five countries. The
results showed that opportunities to learn in some teacher preparation components are
more important than in other components.

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Tersedia

• The effect of teacher education programs on future elementary mathematics teachers’ knowledge: a five￾country analysis using TEDS-M data

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