A correlational analysis of teacher content knowledge and knowing-to act of mathematics teachers in a Mexican northern borderland city
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| Natura: | Artículo científico |
| Lingua: | en |
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Universidad Nacional Autónoma de México
2015
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| _version_ | 1876486995862093824 |
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| author | María de los Ángeles Cruz Quiñones |
| author_facet | María de los Ángeles Cruz Quiñones |
| contents | A correlational analysis of teacher content knowledge and knowing-to act of mathematics teachers in a Mexican northern borderland city María de los Ángeles Cruz Quiñones Mourat Tchoshanov María Dolores Cruz Quiñones Osiel Ramírez Sandoval Multidisciplinarias (Ciencias Sociales) to act knowing cognitive type Teacher content knowledge and correlational analysis This research was focused on the “knowing-to act” of the teacher and his/her relationship with the specific cognitive types of the mathematics content of mathematics teacher content knowledge. These cognitive types are: Cognitive Type 1 (knowledge of facts and procedures); Cognitive Type 2 (knowledge of connections and concepts); Cognitive Type 3 (knowledge of models and mathematic generalizations.). The measurement of the mathematics’ content knowledge of the secondary/middle school teacher was determined through the analysis of the Teacher’s Content Knowledge Survey ( TCKS ). The “knowing-to act” refers to “a kind of knowledge which enables people to act spontaneously and creatively” (Mason, 1998, p 245). This knowledge is considered as the teacher’s intention to act in a certain way and it was examined through the teacher’s “Know to Act Survey” (KtAS).Then, a correlational analysis was developed to seek any relationship among the teacher content knowledge cognitive types and teacher “knowing-to act”. 2015 artículo científico 2007-8064 https://www.redalyc.org/articulo.oa?id=457644946008 https://www.redalyc.org/journal/4576/457644946008/ https://www.redalyc.org/journal/4576/457644946008/html/ https://www.redalyc.org/journal/4576/457644946008/457644946008.epub https://www.redalyc.org/journal/4576/457644946008/movil en http://www.redalyc.org/revista.oa?id=4576 Entreciencias: Diálogos en la Sociedad del Conocimiento application/pdf Universidad Nacional Autónoma de México Entreciencias: Diálogos en la Sociedad del Conocimiento (México) Num.8 Vol.3 |
| format | Artículo científico |
| id | redalyc_457644946008 |
| institution | Redalyc |
| language | en |
| publishDate | 2015 |
| publisher | Universidad Nacional Autónoma de México |
| spellingShingle | A correlational analysis of teacher content knowledge and knowing-to act of mathematics teachers in a Mexican northern borderland city María de los Ángeles Cruz Quiñones Multidisciplinarias (Ciencias Sociales) to act knowing cognitive type Teacher content knowledge and correlational analysis A correlational analysis of teacher content knowledge and knowing-to act of mathematics teachers in a Mexican northern borderland city María de los Ángeles Cruz Quiñones Mourat Tchoshanov María Dolores Cruz Quiñones Osiel Ramírez Sandoval Multidisciplinarias (Ciencias Sociales) to act knowing cognitive type Teacher content knowledge and correlational analysis This research was focused on the “knowing-to act” of the teacher and his/her relationship with the specific cognitive types of the mathematics content of mathematics teacher content knowledge. These cognitive types are: Cognitive Type 1 (knowledge of facts and procedures); Cognitive Type 2 (knowledge of connections and concepts); Cognitive Type 3 (knowledge of models and mathematic generalizations.). The measurement of the mathematics’ content knowledge of the secondary/middle school teacher was determined through the analysis of the Teacher’s Content Knowledge Survey ( TCKS ). The “knowing-to act” refers to “a kind of knowledge which enables people to act spontaneously and creatively” (Mason, 1998, p 245). This knowledge is considered as the teacher’s intention to act in a certain way and it was examined through the teacher’s “Know to Act Survey” (KtAS).Then, a correlational analysis was developed to seek any relationship among the teacher content knowledge cognitive types and teacher “knowing-to act”. 2015 artículo científico 2007-8064 https://www.redalyc.org/articulo.oa?id=457644946008 https://www.redalyc.org/journal/4576/457644946008/ https://www.redalyc.org/journal/4576/457644946008/html/ https://www.redalyc.org/journal/4576/457644946008/457644946008.epub https://www.redalyc.org/journal/4576/457644946008/movil en http://www.redalyc.org/revista.oa?id=4576 Entreciencias: Diálogos en la Sociedad del Conocimiento application/pdf Universidad Nacional Autónoma de México Entreciencias: Diálogos en la Sociedad del Conocimiento (México) Num.8 Vol.3 |
| title | A correlational analysis of teacher content knowledge and knowing-to act of mathematics teachers in a Mexican northern borderland city |
| topic | Multidisciplinarias (Ciencias Sociales) to act knowing cognitive type Teacher content knowledge and correlational analysis |
| url | https://www.redalyc.org/articulo.oa?id=457644946008 https://www.redalyc.org/journal/4576/457644946008/ https://www.redalyc.org/journal/4576/457644946008/html/ https://www.redalyc.org/journal/4576/457644946008/457644946008.epub https://www.redalyc.org/journal/4576/457644946008/movil |