This interpretive cross-case study examined the U.S. and Russian teachers’ topic-specific knowledge
of lower secondary mathematics. In total, N=16 teachers (8 from the U.S., and 8 from Russia) were
selected for the study using non-probability purposive sampling technique. Teachers completed the
Teacher Content Knowledge Survey (TCKS) as part of the purposive selection. The survey consisted
of multiple-choice items measuring teachers’ content knowledge at the cognitive levels of knowing,
applying, and reasoning. Teachers were also interviewed on the topic of fraction division using questions
addressing their content and pedagogical content knowledge. In order to analyze the qualitative
data, we conducted meaning coding and linguistic analysis of teacher narratives as primary
methods of analysis.
The study revealed that there are explicit similarities and differences in teachers’ content knowledge
as well as its cognitive types. The results are reflected in meanings expressed and language used by
teachers while responding to topic-specific questions on the division of fractions. The results of the
study suggest that in the cross-national context teachers’ knowledge could vary depending on curricular
as well as socio-cultural priorities placed on teaching and learning of mathematics.
The study’s main findings contribute to the body of literature in the field of cross-national research
on teacher knowledge with a narrow focus on a topic-specific knowledge. It suggests close comparison
and learning about issues related to teacher knowledge in the U.S. and Russia with a potential
focus on re-examining practices in teacher preparation and professional development.