Meaning Coding and Linguistic Analysis of Teacher and Student Topic-Specific Knowledge of Lower Secondary School Mathematics

• In Event: Math as Language

Abstract

The interpretive cross-case study focused on connections between teacher and student topic-specific knowledge of lower secondary mathematics. Two teachers were selected using non-probability purposive sampling technique. Teachers completed the Teacher Content Knowledge Survey before teaching a topic on fraction division. Teachers were also interviewed on the topic using questions addressing their content and pedagogical content knowledge. After teaching the topic on fraction division, two groups of 6th grade students of participating teachers were tested using similar items. Cross-case examination using meaning coding and linguistic analysis revealed topic-specific connections between teacher and student knowledge of fraction division. Results of the study suggest that student knowledge could be reflective of teacher knowledge in the context of topic-specific teaching and learning of mathematics.

Authors

• Mourat Tchoshanov, The University of Texas - El Paso

• Elena N Ibragimova, Kazan (Volga Region) Federal University

• maria cruz quinones