Search results for: Cogan Leland

The present article set out to examine the issue of whether opportunity to learn (OTL) was related to mathematics and mathematics pedagogy knowledge for future middle school mathematics teachers and for future elementary teachers who will likely teach mathematics. The authors used data from 81 randomly sampled U.S. public and private institutions as well as international data from top-achieving countries. The results showed major differences in course taking between the A+ countries and the United States, especially for lower secondary preparation programs.