Intro; Foreword; Preface; Acknowledgments; Contents; Contributors; Abbreviations; Chapter 1: Introduction: Exploring the Mathematical Education of Teachers Using TEDS-M Data; Introduction; The TEDS-M Framework; Studying Mathematics Teacher Education: TEDS-M Findings to Date; Variation in and Across Countries; Program Variation; Variation in Opportunities to Learn in Teacher Education Programs; Variation Among Teacher Educators; Variation Among Future Teachers; Variation in the Outcomes of Teacher Education Programs; Mathematics and Mathematics Pedagogy Content Knowledge; Beliefs

Variations in Context and PolicyTEDS-M's Contribution to the Study of Mathematics Teacher Education; References; Part I: Exploring Different Dimensions of Teacher Education Programs; Chapter 2: Introduction: Exploring Different Dimensions of Teacher Education Programs in the TEDS-M Study; Characteristics of Teacher Education Programs; Data on Teacher Education Programs; Data on Teacher Educators; Chapters in Part I; References; Chapter 3: Preparing High Quality Mathematics Primary Teachers: Exploring Program Strategies and Standards in the United States, Russia, Poland, and Chinese Taipei

IntroductionResearch Questions; Insights from the Research Literature; Methods; Data Source and Instruments; Dependent Variables; Independent Variables; Models; Results; United States; Russian Federation; Poland; Chinese Taipei; Conclusion; Appendix; Program Selectivity and Monitoring; Governance; Program Content Standards; Program Field Experiences; Program Supervisors; References; Chapter 4: The Intended, Implemented, and Achieved Curriculum of Mathematics Teacher Education in the United States; Introduction; Literature Overview

The TEDS-M Study of the Teacher Education Curriculum: Methods and RationaleThe Intended Curriculum of Schools and Teacher Education Programs; The Mathematics Curriculum of Schools; The Teacher Education Curriculum; Limitations; The Implemented Curriculum of Teacher Education Programs; Opportunities to Learn As Reported by Programs and Experienced by Future Teachers; The Achieved Curriculum of Teacher Education Programs: Assessment of Mathematical Content and Mathematical Pedagogical Content Knowledge; Findings: The Intended, Implemented, and Achieved Curriculum

The Intended Curriculum of SchoolsThe Intended Curriculum of Teacher Education Programs; School Mathematics Content; Academic/University Mathematics Content; Mathematical Pedagogy Content; General Pedagogy Content; Field Experience in Schools; Discussion of the Intended Curriculum of Teacher Education Programs; The Implemented Curriculum of Teacher Education As Reported by Programs; Contact Hours per Domain and Routes into Teaching; Contact Hours Allocated to Field Experiences; Discussion of the Implemented Curriculum of Teacher Education As Reported by Programs