Examination of Lower Secondary Mathematics Teachers’ Content Knowledge and Its Connection to Students’ Performance

Tchoshanov, Mourat; Cruz, María del Rosario Reyes; Huereca, Karla; Shakirova, Kadriya; Shakirova, Liliana; Ибрагимова, Е. М.

doi:10.1007/s10763-015-9703-9

Cited by 21 publications

(19 citation statements)

References 20 publications

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“…In-service teachers training programs have broadly achieved the general agreement of technologies that deliver a huge impact on instruction (Dalal et al, 2017). It has been recommended that ICT for instructional strategies to improve for example science learning; provoking cognitive factors (Tchoshanov, Cruz, Huereca, Shakirova, Shakirova & Ibragimova, 2017) and providing adaptation in learning with scaffolding (Niess, 2018). In more general terms, technologies have been continuously informed and discussed for its contribution to learning strategies namely, cooperative learning, problem-based learning, contextual learning, and situated learning as well as collaborative learning (Ifinedo, Kankaanranta, Neittaanmäki & Hämäläinen, 2017).…”

Section: Science Teachers' Tpackmentioning

confidence: 99%

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

Muhaimin

Habibi

Mukminin

et al. 2019

J. Technol. Sci. Educ.

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This sequential explanatory design aims at exploring science teachers’ survey and perceptions of technology integration regarding to technological pedagogical content knowledge (TPACK) which focused on quantitative findings supported by qualitative findings. It involved 356 respondents for the survey and eight participants for the interview. Descriptive statistics, T-test and Anova were used in quantitative data analysis while for qualitative data analysis, thematic process was conducted. Findings show that the science teachers’ perception on their technological-based knowledge is lower than non-technological knowledge namely pedagogical and content knowledge. Further, qualitative findings informed in-depth information about technology integration referred to TPACK namely problems in technology integration, advantages of technology integration, students centered learning, knowledge of new technology and its classroom integration, and peer collaboration. Policy recommendation was established for betterment of ICT integration in instruction especially for developing countries.

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Section: Science Teachers' Tpackmentioning

confidence: 99%

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

Muhaimin

Habibi

Mukminin

et al. 2019

J. Technol. Sci. Educ.

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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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“…Research has shown that teachers' CK is a prerequisite for PCK (Ball et al, ; Baumert et al, ; Friedrichsen et al, ) and may moderate the development of PCK (Kleickmann et al, ). Others have claimed that teacher CK is important in maintaining high cognitive demand in the classroom (Henningsen and Stein, ; Tchoshanov et al, ), and that the level of cognitive demand in the mathematics classroom correlates to student learning (Stein et al, ). Tchoshanov et al () found that math teacher's CK (defined here as knowledge of facts, procedures, concepts and connections) was correlated with student performance.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Others have claimed that teacher CK is important in maintaining high cognitive demand in the classroom (Henningsen and Stein, ; Tchoshanov et al, ), and that the level of cognitive demand in the mathematics classroom correlates to student learning (Stein et al, ). Tchoshanov et al () found that math teacher's CK (defined here as knowledge of facts, procedures, concepts and connections) was correlated with student performance. Similarly, Khourey‐Bowers and Fenk () stated that science teachers with deeper subject specific knowledge can provide richer learning environments for their students.…”

Section: Findings and Discussionmentioning

confidence: 99%

Building disciplinary literacy: an analysis of history, science and math teachers' close reading strategies

Paul

2017

Literacy

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This collective case study explores the strategies history, science and math teachers use to conduct close readings in their disciplines. Through qualitative analysis of forum posts and lesson plans submitted to a Massive Open Online Course (MOOC) designed as professional development (PD), this study examines the strategies history, science and math teachers reported using to conduct close readings in their discipline, as well as how these teachers conduct close readings after receiving professional development on reading strategies for their disciplines. Ultimately, the research showed that while more teachers reported using disciplinary literacy strategies following the PD, they did not necessarily report using the strategies that, according to experts in their fields, are considered to be the most important for their discipline.

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Examination of Lower Secondary Mathematics Teachers’ Content Knowledge and Its Connection to Students’ Performance

Cited by 21 publications

References 20 publications

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

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

Building disciplinary literacy: an analysis of history, science and math teachers' close reading strategies

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