Relationship Between Cognitive Types of Teacher Content Knowledge and Teaching Experience: Quantitative Study of Mexican Borderland Middle School Teachers
This ongoing mixed methods study will provide understanding of the relationship between mathematical teacher content knowledge and teaching experience of Mexican middle school teachers. In this paper, a correlation analysis will be presented which is part of the quantitative phase of the entire study. Teachers (n=55) from grades 7-9 completed the Teacher Content Knowledge Survey (TCKS) for data collection. An examination of each cognitive type of content knowledge and the overall TCKS score as they related to years of teaching experience, and the correlations among the cognitive types of teacher content knowledge is presented.