Cross-Case Examination of Middle School Mathematics Teachers' Topic-Specific Content Knowledge in the United States and Russia

• In Event: Moscone Center North Roundtable Session 13
  In Roundtable Session: Comparative Education

Abstract

This cross-case study examined the U.S. and Russian teachers’ topic-specific knowledge. Teachers (8 – from the U.S., and 8 – from Russia) were selected using a non-probability purposive sampling technique based on scores on the teacher content knowledge survey. Teachers were interviewed on the topic of fraction division using questions addressing their content and pedagogical content knowledge. The study revealed that there are explicit similarities and differences in teachers’ content knowledge as well as its cognitive types. The findings also suggest that in the cross-national context teachers’ knowledge could vary depending on curricular and socio-cultural priorities placed on teaching and learning of mathematics.

Authors

• Mourat Tchoshanov, The University of Texas - El Paso

• Maria de los Angeles Cruz Quiñones

• liliana shakirova, Kazan Federal University

• Gulshat Shakirova, Kazan (Volga Region) Federal University

• Aydar Kalimullin, Head University

• Almira Garifullina, Kazan (Volga Region) Federal University