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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 reexamining practices in teacher preparation and professional development.

The quantitative study focused on comparative analysis of middle school mathematics teachers' content knowledge in two countries. The sample consisted of lower secondary mathematics teachers from the US (grades 6-9, N=102) and Russia (grades 5-9, N=97). The instrument was designed 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 results suggest that there are significant differences in teacher knowledge between the countries in content as well as in cognitive domains. The study results may inform the field on priorities placed on lower secondary mathematics teachers' knowledge in USA and Russia. Keywords: сomparative studies, teacher knowledge, lower secondary mathematics. Creative Commons by the Authors is licenced under CC-BY Аннотация Количественное исследование сосредоточено на сравнительном анализе предметных знаний учителей математики в двух странах. Выборка состоит из учителей математики среднего зве-на школы в США (6-9 классы, N = 102) и России (5-9 классы, N = 97). С этой целью был разра-ботан тест для оценки предметных знаний учителя на основе когнитивных уровней (знания, применения, и рассуждения), а также содержательных тем курса математики среднего звена школы: арифметики, алгебры, геометрии, вероятности и статистики. Полученные результаты свидетельствуют о том, что существуют статистически значимые различия в знаниях учите-лей между странами в содержании, а также по когнитивным уровням. Результаты исследова-ния могут информировать теорию и практику сравнительных исследований о приоритетах в подготовке учителей математики среднего звена школы в США и России. Ключевые слова: cравнительные исследования, знания учителя, среднее звено школы. Сравнительный анализ предметных знаний учителей математики в США и России через призму результатов TIMSS