| The international community recognizes the need to improve mathematics education. In particular, citizens of the United States and the Russian Federation are concerned with the mathematics literacy of youth. This Q-methodological study evaluated shared subjective perceptions of teachers in both countries regarding mathematics education. The research investigated: (a) individual perceptions of mathematics teachers in the United States and the Russian Federation regarding factors that might influence teaching and learning mathematics, (b) similarities and differences between the perceptions of mathematics teachers in both countries regarding factors, (c) the most commonly stated perceptions of mathematics teachers in both countries related to the constructivist learning environment, and (d) perceptions of mathematics teachers in both countries that can be used to construct an instructional framework for successful mathematic education in different learning environments. Q-methodology, a combination of qualitative and quantitative techniques provided a systematic means to investigate personal beliefs, through five steps: collecting a concourse, developing a Q-sample, developing a person-sample, conducting a Q-sorting process, and conducting a factor analysis of collected data. The results indicated (a) a diversity of teachers' perceptions regarding factors that might influence mathematics education in different learning environments, (b) most teachers, in both countries, support constructivist ideas as a foundation of successful mathematics education, and (c) a need to investigate the integration of technology in mathematics education. The study determined a need to develop more collaborative research between diverse practitioners and researchers so that the global society can gain the full benefits of what each group can offer thus increasing the chance of positive social change. |
