Understanding primary school teachers’ mathematical knowledge for teaching
Yasmin Sitabkhan · Aida Alikova · Nurgul Toktogulova · Adema Zholdoshbekova · Wendi Ralaingita · Jonathan Stern
2025年5月 · RTI Press
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22
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We present the results from an exploratory study that aimed to measure teachers’ specialized knowledge in early mathematics during a pilot of an educational intervention using the Foundational Mathematical Knowledge for Teaching (FMKT) survey. The survey was administered to 323 teachers in the Kyrgyz Republic in 2021. We delve into survey results at two timepoints (pre- and post-intervention) to showcase the areas in which the intervention was successful and identify ongoing challenges in teacher knowledge. We found that the FMKT provided detailed, specific information on teacher learning and is an example of one way to center teacher knowledge in an instructional intervention.
關於作者
Senior mathematics education researcher at RTI International.
Associate professor of the Kyrgyz State University I Arabaev
Deputy chief of party at Okuu Keremet! Project, RTI International
Monitoring, evaluation, and assessment specialist at RTI International.
Senior research education analyst at RTI International.
Director, education research, at RTI International.
RTI Press Associate Editor
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