| Форма представления | Статьи в российских журналах и сборниках |
| Год публикации | 2019 |
| Язык | английский |
|
Ибрагимова Елена Николаевна, автор
Чошанов Мурат Аширович, автор
Шакирова Кадрия Бариевна, автор
Шакирова Лилиана Рафиковна, автор
|
|
Quinones M. Cruz , автор
|
| Библиографическое описание на языке оригинала |
Mourat Tchoshanov, M. Cruz Quinones, Elena Ibragimova,
Liliana Shakirova, Kadriya Shakirova. Lower Secondary School Mathematics Teachers' Topic-Specific Content Knowledge in the U.S. and Russia (Предметно-тематические знания учителей математики средней школы в США и России), EDUCATION AND SELF DEVELOPMENT, vol. 14, N 1, 2019, pp. 31-44. |
| Аннотация |
This interpretive cross-case study examined the U.S. and Russian teachers' topic-specific knowledge of lower secondary mathematics. In total, N=16 teachers (8 from the U.S., and 8 from Russia) were selected for the study using non-probability purposive sampling technique. Teachers completed the Teacher Content Knowledge Survey (TCKS) as part of the purposive selection. The survey consisted of multiple-choice items measuring teachers' content knowledge at the cognitive levels of knowing, applying, and reasoning. Teachers were also interviewed on the topic of fraction division using ques?tions addressing their content and pedagogical content knowledge. In order to analyze the qualita?tive data, we conducted meaning coding and linguistic analysis of teacher narratives as primary methods of analysis.
The study revealed that there are explicit similarities and differences in teachers' content knowledge as well as its cognitive types. The results are reflected in meanings expressed and language used by teachers while responding to topic-specific questions on the division of fractions. The results of the study suggest that in the cross-national context teachers' knowledge could vary depending on cur?ricular as well as socio-cultural priorities placed on teaching and learning of mathematics.
The study's main findings contribute to the body of literature in the field of cross-national research on teacher knowledge with a narrow focus on a topic-specific knowledge. It suggests close compari?son and learning about issues related to teacher knowledge in the U.S. and Russia with a potential focus on re-examining practices in teacher preparation and professional development. |
| Ключевые слова |
topic-specific content knowledge, teacher knowledge, lower secondary school mathematics, cross-national comparison |
| Название журнала |
Образвование и саморазвитие
|
| URL |
https://en.eandsdjournal.org/journal-article/lower-secondary-school-mathematics-teachers-topic-specific-content-knowledge-in-the-u-s-and-russia/ |
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=198621 |
Полная запись метаданных  |
| Поле DC |
Значение |
Язык |
| dc.contributor.author |
Ибрагимова Елена Николаевна |
ru_RU |
| dc.contributor.author |
Чошанов Мурат Аширович |
ru_RU |
| dc.contributor.author |
Шакирова Кадрия Бариевна |
ru_RU |
| dc.contributor.author |
Шакирова Лилиана Рафиковна |
ru_RU |
| dc.contributor.author |
Quinones M. Cruz |
ru_RU |
| dc.date.accessioned |
2019-01-01T00:00:00Z |
ru_RU |
| dc.date.available |
2019-01-01T00:00:00Z |
ru_RU |
| dc.date.issued |
2019 |
ru_RU |
| dc.identifier.citation |
Mourat Tchoshanov, M. Cruz Quinones, Elena Ibragimova,
Liliana Shakirova, Kadriya Shakirova. Lower Secondary School Mathematics Teachers' Topic-Specific Content Knowledge in the U.S. and Russia (Предметно-тематические знания учителей математики средней школы в США и России), EDUCATION AND SELF DEVELOPMENT, vol. 14, N 1, 2019, pp. 31-44. |
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/?p_id=198621 |
ru_RU |
| dc.description.abstract |
Образвование и саморазвитие |
ru_RU |
| dc.description.abstract |
This interpretive cross-case study examined the U.S. and Russian teachers' topic-specific knowledge of lower secondary mathematics. In total, N=16 teachers (8 from the U.S., and 8 from Russia) were selected for the study using non-probability purposive sampling technique. Teachers completed the Teacher Content Knowledge Survey (TCKS) as part of the purposive selection. The survey consisted of multiple-choice items measuring teachers' content knowledge at the cognitive levels of knowing, applying, and reasoning. Teachers were also interviewed on the topic of fraction division using ques?tions addressing their content and pedagogical content knowledge. In order to analyze the qualita?tive data, we conducted meaning coding and linguistic analysis of teacher narratives as primary methods of analysis.
The study revealed that there are explicit similarities and differences in teachers' content knowledge as well as its cognitive types. The results are reflected in meanings expressed and language used by teachers while responding to topic-specific questions on the division of fractions. The results of the study suggest that in the cross-national context teachers' knowledge could vary depending on cur?ricular as well as socio-cultural priorities placed on teaching and learning of mathematics.
The study's main findings contribute to the body of literature in the field of cross-national research on teacher knowledge with a narrow focus on a topic-specific knowledge. It suggests close compari?son and learning about issues related to teacher knowledge in the U.S. and Russia with a potential focus on re-examining practices in teacher preparation and professional development. |
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
topic-specific content knowledge |
ru_RU |
| dc.subject |
teacher knowledge |
ru_RU |
| dc.subject |
lower secondary school mathematics |
ru_RU |
| dc.subject |
cross-national comparison |
ru_RU |
| dc.title |
Lower Secondary School Mathematics Teachers' Topic-Specific Content Knowledge in the U.S. and Russia |
ru_RU |
| dc.type |
Статьи в российских журналах и сборниках |
ru_RU |
|
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