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Teachers’Mathematical Knowledge for Teaching  \nYasmin Sitabkhan, Aida Alikova, Nurgul Toktogulova, Adema Zholdoshbekova, Wendi Ralaingita, and Jonathan Stern  \nThis publication is part of the RTI Press Research Report series.  \nRTI International  \n3040 East Cornwallis Road PO Box 12194  \nResearch Triangle Park, NC 27709-2194 USA  \nTel: +1.919.541.6000  \nE-mail: [rtipress@rti.org](rtipress@rti.org)  \n[Website: www. rti.org](Website: www. rti.org)  \nRTI Press publication RR-0052-2409  \nRTI International is an independent, nonprofit research organization dedicated to improving the human condition. The RTI Press mission is to disseminate information about RTI research, analytic tools, and technical expertise to a national and international audience. RTI Press publications are peer-reviewed by at least two independent substantive experts and one or more Press editors.  \nSuggested Citation  \nSitabkhan, Y., Alikova, A., Toktogulova, N., Zholdoshbekova, A., Ralaingita, W., and Stern, J. (2024) . Understanding Primary School Teachers’Mathematical Knowledge for Teaching. RTI Press Publication No. RR-0052-2409 . Research Triangle Park, NC: RTI Press. [https://doi](https://doi)  \n[.org/10.3768/rtipress.2024. rr.0052.2409](.org/10.3768/rtipress.2024. rr.0052.2409)  \n©2024 RTI International. RTI International is a trade name of Research Triangle Institute. RTI, RTI Press, and the RTI logo are U. S. registered trademarks of Research Triangle Institute.  \nThis work is distributed under the terms of a Creative Commons AttributionNonCommercial-NoDerivatives 4.0 license (CC BY-NC-ND), a copy of which is available at [https://creativecommons.org/licenses/by-nc-nd/4.0](https://creativecommons.org/licenses/by-nc-nd/4.0)  \n[https://doi.org/10.3768/rtipress.2024.rr.0052.2409](https://doi.org/10.3768/rtipress.2024.rr.0052.2409) [www.rti.org/rtipress](www.rti.org/rtipress)  \nContents  \nAbout the Authors i  \nAcknowledgments ii  \nAbstract ii  \nIntroduction 1  \nLiterature Review 2  \nMethods 3  \nSetting 3  \nSample and Participants 4  \nSurvey Administration 4  \nResults 4  \nDomain: Number Sense 5  \nDomain: Operations 8  \nDomain: Geometry 11  \nDomain: Measurement 13  \nDiscussion 14  \nLimitations 15  \nNext Steps 16  \nData Availability Statement 16  \nReferences 16  \nAbout the Authors  \nYasmin Sitabkhan, PhD, is a senior mathematics education researcher at RTI International.  \nAida Alikova, PhD, is an associate professor of the Kyrgyz State University I. Arabaev.  \nNurgul Toktogulova, MBA, PhD student, is a deputy chief of party at Okuu Keremet! Project, RTI International  \nAdema Zholdoshbekova, MPA, is a monitoring, evaluation, and assessment specialist at RTI International.  \nWendi Ralaingita, PhD, is a senior research education analyst at RTI International.  \nJonathan Stern, PhD, is director, education research, at RTI International.  \nRTI Press Associate Editor  \nMichael Willoughby  \nAcknowledgments  \nWe are thankful for the participation of the primary school teachers in the Kyrgyz Republic, who are always striving to improve their practice. This study would not have been possible without the support of the Okuu Keremet! team and the math working group members. Their participation to help digitize the FMKT, organize training workshops, and provide translation services were invaluable.  \nThe development of the FMKT survey was funded by RTI International through an internal research and development award focused on supporting teachers in early mathematics.  \nAbstract  \nWe 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  \n2021. We delve into survey results at two timepoints (pre-and post-intervention) to showcase the areas in which the intervention was successful and identif","cbCaipDC5W2QtXu4","https://ap.wps.com/l/cbCaipDC5W2QtXu4","pdf",1527995,22,"English","# Introduction\n# Literature Review\n# Methods\n## Setting\n## Sample and Participants\n## Survey Administration\n# Results\n## Domain: Number Sense\n## Domain: Operations\n## Domain: Geometry\n## Domain: Measurement\n# Discussion\n# Limitations\n# Next Steps\n# Data Availability Statement\n# References","[{\"question\":\"What does the FMKT survey measure in early mathematics teaching?\",\"answer\":\"It measures teachers’ specialized knowledge in early mathematics, capturing learning-relevant instructional knowledge used to teach effectively.\"},{\"question\":\"How were the FMKT survey results analyzed in the study?\",\"answer\":\"Results were compared across two timepoints, pre- and post-intervention, to evaluate where the intervention improved teacher knowledge and where challenges remained.\"},{\"question\":\"Who participated in the exploratory study?\",\"answer\":\"The study included 323 primary school teachers in the Kyrgyz Republic during 2021.\"}]","Understanding Primary School Teachers’ Mathematical Knowledge for Teaching | PDF",1792060363,55]