A correlational analysis of teacher content knowledge and knowing-to act of mathematics teachers in a Mexican northern borderland city

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Published: May 29, 2017
DOI: https://doi.org/10.21933/J.EDSC.2015.08.137

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María de los Ángeles Cruz Quiñones
Universidad Autónoma de Ciudad Juárez
Mourat Tchoshanov
University of Texas at El Paso
María Dolores Cruz Quiñones
New Mexico State University
Osiel Ramírez Sandoval
Universidad Autónoma de Ciudad Juárez

Abstract

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”.

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How to Cite
Cruz Quiñones, M. de los Ángeles, Tchoshanov, M., Cruz Quiñones, M. D., & Ramírez Sandoval, O. (2017). A correlational analysis of teacher content knowledge and knowing-to act of mathematics teachers in a Mexican northern borderland city. Entreciencias: Diálogos En La Sociedad Del Conocimiento, 3(8). https://doi.org/10.21933/J.EDSC.2015.08.137
Author Biographies

María de los Ángeles Cruz Quiñones, Universidad Autónoma de Ciudad Juárez

Doctorado en educación matemática. Profesora-Investigadora de tiempo completo en la Universidad Autónoma de Ciudad Juárez . Líneas de investigación: Conocimientos del maestro de matemáticas, estudios de la problemática entorno al aprendizaje y enseñanza de las matemáticas. 

Mourat Tchoshanov, University of Texas at El Paso

Doctor en Matemáticas, Doctor en la pedagogía de las matemáticas. Director del programa de doctorado de “Enseñanza, aprendizaje y cultura” en la University of Texas at El Paso, EUA. Líneas de investigación: Conocimientos del maestro de matemáticas, estudios de la problemática entorno al aprendizaje y enseñanza de las matemáticas.

María Dolores Cruz Quiñones, New Mexico State University

Candidata a Doctor en matemáticas. Asistente de Investigación. New Mexico State University, EUA. Líneas de investigación: Conocimientos del maestro de matemáticas, estudios en matemáticas puras en el área de lógica.

Osiel Ramírez Sandoval, Universidad Autónoma de Ciudad Juárez

Doctorado en Matemática educativa. Profesor-Investigador de tiempo completo en la Universidad Autónoma de Ciudad Juárez. Líneas de investigación: Estudios de la problemática entorno al aprendizaje y enseñanza de las matemáticas. 

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