Daftar Isi:1. Introduction Exploring the Mathematical Education of Teachers Using TEDS-M Data 2. Introduction Exploring Different Dimensions of Teacher Education Programs in the TEDS-M Study 3. Preparing High Quality Mathematics Primary Teachers Exploring Program Strategies and Standards in the United States Russia Poland and Chinese Taipei 4. The Intended Implemented and Achieved Curriculum of Mathematics Teacher Education in the United States 5. Developing Diverse Teachers Analyzing Primary Mathematics Teacher Education Programs Prioritizing Selection of Diverse Future Teachers 6. A Comparative International Study of Differences in Beliefs Between Future Teachers and Their Educators 7. Introduction Exploring Future Teacher Characteristics Knowledge Beliefs and Opportunities to Learn in the TEDS-M Study 8. The Mathematical Education of Primary Teachers 9. How Primary Future Teachers Knowledge Is Shaped by Teacher Preparation 10. Opportunities to Learn Mathematics Pedagogy and Connect Classroom Learning to Practice A Study of Future Teachers in the United States and Singapore 11. Preparing Primary Mathematics Teachers to Learn to Work with Students from Diverse Backgrounds 12. Differences in Beliefs and Knowledge for Teaching Mathematics An International Study of Future Teachers 13. Future Teachers and Teacher Educators Perceptions of Learning Mathematics Instruction and Relationships to Knowledge 14. The Mathematical Education of Secondary Teachers 15. An International Study of the Relationship Between Learning to Teach Students from Diverse Backgrounds and Mathematical Knowledge for Teaching in Future Secondary Mathematics Teachers 16. Introduction Methodological Challenges and Strategies in the TEDS-M Study 17. Sampling for TEDS-M. 18. Developing Anchor Points to Enhance the Meaning of the Mathematical and Mathematical Pedagogy Score Scales from the TEDS-M Study 19. Examining Sources of Gender DIF in Mathematics Knowledge of Future Teachers Using Cross-Classified IRT Models 20. Standing the Test of Time Validating the TEDS-M Knowledge Assessment Against MET II Expectations