KFU. Card publication. Examination of Lower Secondary Mathematics Teachers? Content Knowledge and Its Connection to Students? Performance

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

EXAMINATION OF LOWER SECONDARY MATHEMATICS TEACHERS? CONTENT KNOWLEDGE AND ITS CONNECTION TO STUDENTS? PERFORMANCE

Form of presentation

Articles in international journals and collections

Year of publication

2015

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Authors, employees of KFU

Ibragimova Elena Nikolaevna, author

Shakirova Kadriya Barievna, author

Shakirova Liliana Rafikovna, author

Other authors

Cruz Maria D., author

Huereca Karla , author

Choshanov Murat Ashirovich, author

Bibliographic description in the original language

Tchoshanov, M. Examination of Lower Secondary Mathematics Teachers' Content Knowledge and Its Connection to Students' Performance / M. Tchoshanov, M. D. Cruz, K. Huereca, K. Shakirova, L. Shakirova, E. N. Ibragimova // International Journal of Science and Mathematics Education. - 2017. - R. 683-702.

Annotation

This mixed methods study examined an association between cognitive types of teachers' mathematical content knowledge and students' performance in lower secondary schools (grades 5 through 9). Teachers (N = 90) completed the Teacher Content Knowledge Survey (TCKS), which consisted of items measuring different cognitive types of teacher knowledge. The first cognitive type (T1) assessed participants' knowledge of basic facts and procedures. The second cognitive type (T2) measured teachers' understanding of concepts and connections. The third cognitive type (T3) gauged teachers' knowledge of mathematical models and generalizations. The study comprised two levels of quantitative data analysis. First, we explored each cognitive type of teachers' content knowledge and the overall TCKS score as they related to student performance. Second, we studied the correlation between each cognitive type of teacher content knowledge to deepen the understanding of content associations.

Keywords

cognitive type of content knowledge, lower secondary school mathematics, student performance, teacher content knowledge

The name of the journal

International Journal of Science and Mathematics Education

URL

http://link.springer.com/article/10.1007/s10763-015-9703-9?wt_mc=Internal.Event.1.SEM.ArticleAuthorAssignedToIssue

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

https://repository.kpfu.ru/eng/?p_id=120924&p_lang=2

Resource files

File name	Size (MB)	Format
art_10.1007_s10763_015_9703_9.pdf	0,38	pdf	show / download

Full metadata record

Field DC	Value	Language
dc.contributor.author	Ibragimova Elena Nikolaevna	ru_RU
dc.contributor.author	Shakirova Kadriya Barievna	ru_RU
dc.contributor.author	Shakirova Liliana Rafikovna	ru_RU
dc.contributor.author	Cruz Maria D.	ru_RU
dc.contributor.author	Huereca Karla	ru_RU
dc.contributor.author	Choshanov Murat Ashirovich	ru_RU
dc.date.accessioned	2015-01-01T00:00:00Z	ru_RU
dc.date.available	2015-01-01T00:00:00Z	ru_RU
dc.date.issued	2015	ru_RU
dc.identifier.citation	Tchoshanov, M. Examination of Lower Secondary Mathematics Teachers' Content Knowledge and Its Connection to Students' Performance / M. Tchoshanov, M. D. Cruz, K. Huereca, K. Shakirova, L. Shakirova, E. N. Ibragimova // International Journal of Science and Mathematics Education. - 2017. - �. 683-702.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=120924&p_lang=2	ru_RU
dc.description.abstract	International Journal of Science and Mathematics Education	ru_RU
dc.description.abstract	This mixed methods study examined an association between cognitive types of teachers' mathematical content knowledge and students' performance in lower secondary schools (grades 5 through 9). Teachers (N = 90) completed the Teacher Content Knowledge Survey (TCKS), which consisted of items measuring different cognitive types of teacher knowledge. The first cognitive type (T1) assessed participants' knowledge of basic facts and procedures. The second cognitive type (T2) measured teachers' understanding of concepts and connections. The third cognitive type (T3) gauged teachers' knowledge of mathematical models and generalizations. The study comprised two levels of quantitative data analysis. First, we explored each cognitive type of teachers' content knowledge and the overall TCKS score as they related to student performance. Second, we studied the correlation between each cognitive type of teacher content knowledge to deepen the understanding of content associations.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	cognitive type of content knowledge	ru_RU
dc.subject	lower secondary school mathematics	ru_RU
dc.subject	student performance	ru_RU
dc.subject	teacher content knowledge	ru_RU
dc.title	Examination of Lower Secondary Mathematics Teachers? Content Knowledge and Its Connection to Students? Performance	ru_RU
dc.type	Articles in international journals and collections	ru_RU