Exploring Connections between Content Knowledge, Pedagogical Content Knowledge, and the Opportunities to Learn Mathematics: Findings from the TEDS-M Dataset


  • Eileen Murray Montclair State University
  • Kelley Durkin Vanderbilt University
  • Theodore Chao The Ohio State University
  • Jon R Star Harvard University
  • Rozy Vig


international comparisons, mathematics education, pedagogical content knowledge, teacher knowledge, teacher education/development


Past work on mathematics teachers' content knowledge (CK) and pedagogical content knowledge (PCK) has resulted in mixed findings about the strength of the relationship between and development of these constructs.  The current study uses data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between these knowledge types and the opportunity to learn mathematics within teacher preparation programs across 17 different countries.  We consider the relationships between these constructs in various countries to further explore how teacher knowledge can be supported by their experiences in teacher education.

Author Biographies

Eileen Murray, Montclair State University

Eileen Murray is an assistant professor in the department of Mathematical Sciences at Montclair State University.

Kelley Durkin, Vanderbilt University

Kelley Durkin is a research associate at the Peabody Research Institute at Vanderbilt University.

Theodore Chao, The Ohio State University

Theodore Chao is an assistant professor in the Department of Teaching and Learning in the College of Education and Human Ecology at The Ohio State University.

Jon R Star, Harvard University

Jon R. Star is a professor of education at the Harvard Graduate School of Education.

Rozy Vig


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