Canonical Correlation Analysis of Mongolian Teachers’ Mathematical Knowledge for Teaching with a Focus on Concept Image and Concept Definition in Secondary Geometry <Research Note>
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Teacher mathematical knowledge for teaching (MKT) (Ball et al, 2008) is a key to student achievement in school mathematics. In this paper, Mongolian secondary school teachers’ mathematical knowledge for teaching is analyzed using canonical correlation analysis (Hotelling, 1935) focusing on mathematical theory of concept image and concept definition (Tall & Vinner, 1981) of planes shapes in secondary geometry. The term “analysis” is conceptualized as identifying interrelations among sub-domains of MKT and between MKT in concept image (MKTCI) and concept definition (MKTCD) aspects. The study selected 57 secondary school teachers in Mongolia and administered a questionnaire on MKTCI and MKTCD of plane shapes. In order to identify within and between relationships, the canonical correlation analysis is conducted. A result of the analysis indicates that there is a general positive relationship between MKTCI and MKTCD of the teachers, although some variables related to Mongolian secondary school geometry curriculum and teaching play a significant role in the relationship.