Comparative analysis of mathematics teachers’ content knowledge in USA and Russia through the lens of TIMSS results

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

doi:10.26907/esd12.1.02

Cited by 1 publication

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References 17 publications

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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

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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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Section: Discussionmentioning

confidence: 99%