KFU. Card publication. Lower Secondary School Mathematics Teachers' Topic-Specific Content Knowledge in the U.S. and Russia

KAZAN
FEDERAL UNIVERSITY

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- 中文
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LOWER SECONDARY SCHOOL MATHEMATICS TEACHERS' TOPIC-SPECIFIC CONTENT KNOWLEDGE IN THE U.S. AND RUSSIA

Form of presentation

Articles in Russian journals and collections

Year of publication

2019

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Authors, employees of KFU

Ibragimova Elena Nikolaevna, author

Choshanov Murat Ashirovich, author

Shakirova Kadriya Barievna, author

Shakirova Liliana Rafikovna, author

Other authors

Quinones M. Cruz , author

Bibliographic description in the original language

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 (Predmetno-tematicheskie znaniya uchiteley matematiki sredney shkoly v SShA i Rossii), EDUCATION AND SELF DEVELOPMENT, vol. 14, N 1, 2019, pp. 31-44.

Annotation

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.

Keywords

topic-specific content knowledge, teacher knowledge, lower secondary school mathematics, cross-national comparison

The name of the journal

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URL

https://en.eandsdjournal.org/journal-article/lower-secondary-school-mathematics-teachers-topic-specific-content-knowledge-in-the-u-s-and-russia/

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=198621&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Ibragimova Elena Nikolaevna	ru_RU
dc.contributor.author	Choshanov Murat Ashirovich	ru_RU
dc.contributor.author	Shakirova Kadriya Barievna	ru_RU
dc.contributor.author	Shakirova Liliana Rafikovna	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 (��-�� ), EDUCATION AND SELF DEVELOPMENT, vol. 14, N 1, 2019, pp. 31-44.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=198621&p_lang=2	ru_RU
dc.description.abstract	��	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	Articles in Russian journals and collections	ru_RU