Аннотация: Mason and Spence’s (1999) work demonstrate a detailed view into the concept of knowing. Although they highlight the importance of not-knowing as a first step, it is a topic that is not well researched. This study aims at expanding that research, by analyzing not-knowing expressions from teacher to student and possible connections to be found. During a course of geometric reasoning student teachers were asked to reason with a tangram while simultaneously recording their expressions of not-knowing and reflecting on it periodically. Student teachers were then tasked to teach this lesson to their students, who would also reflect and express their forms of not-knowing. Findings presented no real link between teacher-student expressions of not-knowing, but two major conclusions were made. Individuals altogether struggle conveying their not-knowing clearly and when they did express it, these expressions leaned heavily on not-knowing-that and not-knowing-how forms. A discussion follows to interpret said findings. A conclusion is made detailing key points in the study and what comes next for the concept of not-knowing.

Аннотация:

В условиях цифровой трансформации организаций и роста объемов данных появляется запрос на более прозрачные и объяснимые подходы к оценке сотрудников. Цель проведенного исследования состояла в проектировании и верификации онтологической модели (OWL 2/SHACL), которая интегрирует когнитивные показатели и социологические характеристики работников в единое пространство знаний для поддержки HR (Human Resources)-процессов – процессор управления человеческими ресурсами. Научная новизна работы заключается в разработке единой семантической модели, связывающей данные когнитивных тестов, опросников, контекста труда и показателей результативности; в формулировании компетентностных вопросов, запускающих механизм вывода в графе знаний; и в разработке паттернов для прогнозирования дефицитов компетенций, выявления риска перегрузки/выгорания с контролем этики и недискриминации. Предлагаемый подход опирается на методологии инженерии онтологий – METHONTOLOGY и NeOn, концепции семантического веба и методы психометрики.

Аннотация: The sequential nested mixed methods study focused on comparative analysis of middle school mathematics teachers’ content knowledge in two countries. The study consisted of two stages: (1) quantitative study of teacher content knowledge; (2) qualitative study of teacher topic-specific content knowledge. The initial sample for the first stage included lower secondary mathematics teachers from the U.S. (grades 6–9, N=102) and Russia (grades 5–9, N=97). The Teacher Content Knowledge Survey (TCKS) was applied to assess teacher content knowledge based on the cognitive domains of Knowing, Applying, and Reasoning, as well as addressing the lower secondary mathematics topics of Number, Algebra, Geometry, Data and Chance. The second stage – an interpretive cross-case study – aimed at the examination of the U.S. and Russian teachers’ topic-specific knowledge on the division of fractions. For the second stage, N=16 teachers (8 – from the U.S., and 8 – from Russia) were selected for the study using non-probability purposive sampling technique based on teachers’ scores on the TCKS. 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 study results may inform the field on priorities placed on lower secondary mathematics teachers’ knowledge in the USA and Russia. It also suggests close comparison and learning about issues related to teacher knowledge in both countries with a potential focus on re-examining practices in teacher preparation and professional development.