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

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 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.

A review of research on pedagogical content knowledge in science and mathematics education in the last five years

“…Several studies on PCK of preservice teachers on science and mathematics topics exist. These studies generally emphasize that most pre-service teachers do not have sufficient pedagogical knowledge to teach science and mathematics effectively (Belayneh, 2021;Tchoshanov et al, 2019;Usak et al, 2020;Yusupova et al, 2020). Some studies conclude that most prospective elementary teachers have various pedagogical misconceptions and often lack the necessary pedagogical knowledge to teach science effectively (Kuznetsova et al, 2021;Ozden, 2008;Usak et al, 2011).…”