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ID 39232
本文ファイル
著者
Purevdorj, Oyunaa
NDC
教育
抄録(英)
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.
掲載誌名
国際協力研究誌
22巻
1・2号
開始ページ
121
終了ページ
139
出版年月日
2016-03-01
出版者
広島大学大学院国際協力研究科
ISSN
1341-0903
NCID
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
国際協力研究科
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