Analyzing connections between teacher and student topic-specific knowledge of lower secondary mathematics

Tchoshanov, Mourat; Quinones, Maria Cruz; Shakirova, Kadriya; Ибрагимова, Е. М.; Shakirova, Liliana

doi:10.1016/j.jmathb.2017.06.005

Cited by 6 publications

(4 citation statements)

References 25 publications

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“…Socialization in the knowledge exchange process transforms tacit knowledge through social interactions, such as students' meetings outside the traditional classroom settings (Nonaka et al , 2000). It can also include intellectual interactions through which lecturers share their work-related and life-applicable experiences with students within and outside the classroom (Tchoshanov et al , 2017). Basically socialization is the exchange of tacit knowledge from a person who has it to another who desires to possess similar or the same kind of tacit knowledge (Zee et al , 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Conceptualizing a teacher–student knowledge exchange perspective: exploring the tripartite relationships between SECI theory, LMX theory and HEIs' students' preparedness for the workplace

Ibidunni

Ibidunni²,

Amos

et al. 2020

HESWBL

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PurposeThis research investigated the influence of the dimensions of the SECI theory, LMX theory and a newly developed teacher–student knowledge exchanges (TSKE) on preparedness of students for the workplace.Design/methodology/approachBased on a sample size of 214 business education students drawn from six programmes, structural equation modelling using AMOS was adopted to show relationships between dimensions of SECI, LMX and TSKE.FindingsThe statistical analysis revealed that dimensions of the SECI theory, especially socialization and externalization; dimensions of the LMX theory, especially professional respect; and dimensions of the newly developed TSKE perspective, especially the SECI-dominated knowledge exchange were significant influencers of students' workplace preparedness.Originality/valueExisting literature that focussed on the knowledge management theme in education industry scarcely examined the processes that are critical to knowledge creation and exchange in HEIs. Therefore, the present study adopts a synthesis of SECI and LMX theories to explain how knowledge creation can occur in HEIs and prepare students for the workplace.

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Section: Literature Reviewmentioning

confidence: 99%

Conceptualizing a teacher–student knowledge exchange perspective: exploring the tripartite relationships between SECI theory, LMX theory and HEIs' students' preparedness for the workplace

Ibidunni

Ibidunni²,

Amos

et al. 2020

HESWBL

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show abstract

“…This could be due to the fact that mathematics teachers' knowledge considerably affected their instructional practices and student achievement [15]. Therefore, researchers have conducted various studies to enhance preservice and in-service mathematics teachers' knowledge [35], assess the level of their knowledge [37] and investigate the association between teacher knowledge, instructional methods, and student achievement [43].…”

Section: Discussionmentioning

confidence: 99%

Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review

Cho

2021

Mathematics

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Mathematics teachers’ knowledge is considered one of the most critical factors in instruction and student achievement. As such, various studies have focused on mathematics teachers’ knowledge. Despite the expansion of the field, however, a systematic review was rarely implemented. Therefore, this study aimed to identify major research topics and trends on mathematics teachers’ knowledge by analyzing abstracts of 3485 scholarly articles published from 1987 to 2021. Using a text-mining technique, 11 underlying topics were found in the articles. The topics were classified based on their relationships and the following four groups were identified: “assessment”, “teachers’ knowledge for teaching”, “students’ knowledge and understanding”, and “teachers’ professional learning”. Over time, the analysis of research trends showed that professional development is the most popular topic, followed by pedagogical content knowledge and students’ mathematical understanding. Moreover, the popularity of these topics has not changed considerably over time. This study provides implications based on these results.

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“…The proposed study consisted of two stages: 1) quantitative stage was used for the purpose of selection of teacher sample; 2) qualitative stage was applied to analyze teacher responses on a set of open-ended questions on the division of fractions. For the first stage, quantitative data from previous studies (Tchoshanov, 2011(Tchoshanov, , 2017a(Tchoshanov, , 2017b(Tchoshanov, , 2017c) was used to further zoom into qualitative analysis of unpacking shared approaches as well as to address contested areas in teachers' topic-specific content knowledge in the U.S. and Russia.…”

Section: Discussionmentioning

confidence: 99%

Multiple Cross-case Examination of Lower Secondary School Mathematics Teachers’ Topic-Specific Content Knowledge in the U.S. and Russia

Tchoshanov¹,

Quinones²,

Ибрагимова³

et al. 2019

E&SD

Self Cite

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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 questions addressing their content and pedagogical content knowledge. In order to analyze the qualitative 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 curricular 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 comparison and learning about issues related to teacher knowledge in the U.S. and Russia with a potential focus on reexamining practices in teacher preparation and professional development.

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Analyzing connections between teacher and student topic-specific knowledge of lower secondary mathematics

Cited by 6 publications

References 25 publications

Conceptualizing a teacher–student knowledge exchange perspective: exploring the tripartite relationships between SECI theory, LMX theory and HEIs' students' preparedness for the workplace

Conceptualizing a teacher–student knowledge exchange perspective: exploring the tripartite relationships between SECI theory, LMX theory and HEIs' students' preparedness for the workplace

Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review

Multiple Cross-case Examination of Lower Secondary School Mathematics Teachers’ Topic-Specific Content Knowledge in the U.S. and Russia

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