KFU. Card publication. Mixed Methods Study of Middle School Mathematics Teachers' Content Knowledge in USA and Russia Using Sequential Nested Design

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MIXED METHODS STUDY OF MIDDLE SCHOOL MATHEMATICS TEACHERS' CONTENT KNOWLEDGE IN USA AND RUSSIA USING SEQUENTIAL NESTED DESIGN

Form of presentation

Articles in Russian journals and collections

Year of publication

2019

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Authors, employees of KFU

Ibragimova Elena Nikolaevna, author

Choshanov Murat Ashirovich, author

Shakirova Kadriya Barievna, author

Shakirova Liliana Rafikovna, author

Bibliographic description in the original language

Mourat Tchoshanov, Maria Quinones, Kadriya Shakirova, Elena Ibragimova, Liliana Shakirova. Mixed Methods Study of Middle School Mathematics Teachers' Content Knowledge in USA and Russia Using Sequential Nested Design // ARPHA Proceedings 1: V International Forum on Teacher Education : Part I: Teacher Education and Training. Rr. 687-700. doi: 10.3897/ap.1.e0651

Annotation

ARPHA Proceedings 1: V International Forum on Teacher Education : Part I: Teacher Education and Training

Keywords

cross-national comparison, teacher knowledge, topic-specific content knowledge, lower secondary school mathematics

The name of the journal

ARPHA Proceedings 1: V International Forum on Teacher Education : Part I: Teacher Education and Training

URL

https://ap.pensoft.net/article/22104/

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

https://repository.kpfu.ru/eng/?p_id=213942&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Ibragimova Elena Nikolaevna	ru_RU
dc.contributor.author	Choshanov Murat Ashirovich	ru_RU
dc.contributor.author	Shakirova Kadriya Barievna	ru_RU
dc.contributor.author	Shakirova Liliana Rafikovna	ru_RU
dc.date.accessioned	2019-01-01T00:00:00Z	ru_RU
dc.date.available	2019-01-01T00:00:00Z	ru_RU
dc.date.issued	2019	ru_RU
dc.identifier.citation	Mourat Tchoshanov, Maria Quinones, Kadriya Shakirova, Elena Ibragimova, Liliana Shakirova. Mixed Methods Study of Middle School Mathematics Teachers' Content Knowledge in USA and Russia Using Sequential Nested Design // ARPHA Proceedings 1: V International Forum on Teacher Education : Part I: Teacher Education and Training. ��. 687-700. doi: 10.3897/ap.1.e0651	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=213942&p_lang=2	ru_RU
dc.description.abstract	ARPHA Proceedings 1: V International Forum on Teacher Education : Part I: Teacher Education and Training	ru_RU
dc.description.abstract	The sequential nested mixed methods study focused on comparative analysis of middle school mathematics teachers' content knowledge in two countries. The study consisted of two stages: (1) quantitative study of teacher content knowledge; (2) qualitative study of teacher topic-specific content knowledge. The initial sample for the first stage included lower secondary mathematics teachers from the U.S. (grades 6-9, N=102) and Russia (grades 5-9, N=97). The Teacher Content Knowledge Survey (TCKS) was applied to assess teacher content knowledge based on the cognitive domains of Knowing, Applying, and Reasoning, as well as addressing the lower secondary mathematics topics of Number, Algebra, Geometry, Data and Chance. The second stage - an interpretive cross-case study - aimed at the examination of the U.S. and Russian teachers' topic-specific knowledge on the division of fractions.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	cross-national comparison	ru_RU
dc.subject	teacher knowledge	ru_RU
dc.subject	topic-specific content knowledge	ru_RU
dc.subject	lower secondary school mathematics	ru_RU
dc.title	Mixed Methods Study of Middle School Mathematics Teachers' Content Knowledge in USA and Russia Using Sequential Nested Design	ru_RU
dc.type	Articles in Russian journals and collections	ru_RU