| 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
|
| Библиографическое описание на языке оригинала |
Mourat Tchoshanov, Maria Quinones, Kadriya Shakirova, Elena Ibragimova, Liliana Shakirova. Mixed Methods Study of Middle School Mathematics Teachers' Content Knowledge in USA and Russia Using Sequential Nested Design // ARPHA Proceedings 1: V International Forum on Teacher Education : Part I: Teacher Education and Training. Рр. 687-700. doi: 10.3897/ap.1.e0651 |
| Аннотация |
ARPHA Proceedings 1: V International Forum on Teacher Education : Part I: Teacher Education and Training |
| Ключевые слова |
cross-national comparison, teacher knowledge, topic-specific content knowledge, lower secondary school mathematics |
| Название журнала |
ARPHA Proceedings 1: V International Forum on Teacher Education : Part I: Teacher Education and Training
|
| URL |
https://ap.pensoft.net/article/22104/ |
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=213942 |
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.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, Maria Quinones, Kadriya Shakirova, Elena Ibragimova, Liliana Shakirova. Mixed Methods Study of Middle School Mathematics Teachers' Content Knowledge in USA and Russia Using Sequential Nested Design // ARPHA Proceedings 1: V International Forum on Teacher Education : Part I: Teacher Education and Training. Рр. 687-700. doi: 10.3897/ap.1.e0651 |
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/?p_id=213942 |
ru_RU |
| dc.description.abstract |
ARPHA Proceedings 1: V International Forum on Teacher Education : Part I: Teacher Education and Training |
ru_RU |
| dc.description.abstract |
The sequential nested mixed methods study focused on comparative analysis of middle school mathematics teachers' content knowledge in two countries. The study consisted of two stages: (1) quantitative study of teacher content knowledge; (2) qualitative study of teacher topic-specific content knowledge. The initial sample for the first stage included lower secondary mathematics teachers from the U.S. (grades 6-9, N=102) and Russia (grades 5-9, N=97). The Teacher Content Knowledge Survey (TCKS) was applied to assess teacher content knowledge based on the cognitive domains of Knowing, Applying, and Reasoning, as well as addressing the lower secondary mathematics topics of Number, Algebra, Geometry, Data and Chance. The second stage - an interpretive cross-case study - aimed at the examination of the U.S. and Russian teachers' topic-specific knowledge on the division of fractions. |
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
cross-national comparison |
ru_RU |
| dc.subject |
teacher knowledge |
ru_RU |
| dc.subject |
topic-specific content knowledge |
ru_RU |
| dc.subject |
lower secondary school mathematics |
ru_RU |
| dc.title |
Mixed Methods Study of Middle School Mathematics Teachers' Content Knowledge in USA and Russia Using Sequential Nested Design |
ru_RU |
| dc.type |
Статьи в российских журналах и сборниках |
ru_RU |
|
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