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

Mourat Tchoshanov | Zendy; Maria Cruz Quis | Zendy; Kadriya Shakirova | Zendy; Elena Ibragimova | Zendy; Liliana Shakirova | Zendy

AI Assistant Blog Pricing

Home ZAIA Blog

Open Access

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

Author(s) -

Mourat Tchoshanov,

Maria Cruz Quis,

Kadriya Shakirova,

Elena Ibragimova,

Liliana Shakirova

Publication year - 2017

Publication title -

education and self development

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.228

H-Index - 3

ISSN - 1991-7740

DOI - 10.26907/esd12.1.02

Subject(s) - mathematics education , content (measure theory) , content analysis , mathematics , sociology , social science , mathematical analysis

The quantitative study focused on comparative analysis of middle school mathematics teachers’ content knowledge in two countries. The sample consisted of lower secondary mathematics teachers from the US (grades 6-9, N=102) and Russia (grades 5-9, N=97). The instrument was designed 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 results suggest that there are significant differences in teacher knowledge between the countries in content as well as in cognitive domains. The study results may inform the field on priorities placed on lower secondary mathematics teachers’ knowledge in USA and Russia.

The content you want is available to Zendy users.

Already have an account? Click here to sign in.

Having issues? You can contact us here

Accelerating Research