This paper presents the model, The Mathematics Teacher's Specialised Knowledge (MTSK). It acknowledges earlier contributions to understanding and structuring teachers' knowledge, in particular, the special debt owed to Shulman's notion of pedagogical content knowledge and to Ball and collaborators' Mathematical Knowledge for Teaching (MKT) influential for the specialised nature of one of its sub-domains. Our research with teachers has led us to explore the characteristics of MKT and to refine the descriptors relating to its sub-domains, a task which has underlined the difficulty involved in unambiguously delimiting the boundaries which separate these. As a result, and taking into consideration a broader view of the specialised nature of the teacher's mathematical knowledge, we propose a framework which, whilst respecting the major domains of Content Knowledge and Pedagogical Content Knowledge, regards the specialisation in respect of mathematical knowledge as a property which is inherent to the model and extends across all sub-domains.

The coronavirus disease 2019 (COVID-19) pandemic caused a worldwide unexpected interruption of face-to-face teaching and a sudden conversion to emergency remote teaching (ERT). In this exploratory study, a sample of 244 secondary mathematics teachers was considered to analyze their perception of their readiness to ERT during the COVID-19 pandemic based on their technological pedagogical content knowledge (TPCK), their previous training in digital teaching tools, their level of digital competence for teaching mathematics, and their adaptation to ERT. An online questionnaire was applied, and the answers were quantitatively analyzed. Given the use of a large number of digital resources and the high percentage of self-developed materials using educational software, secondary mathematics teachers reflected adequate digital competence and TPCK for teaching mathematics. The sudden transition to ERT forced teachers to slow down the pace of teaching and to reduce the content taught. Significant differences were observed based on gender and age with respect to teachers’ perception of their adaptation to ERT. Despite the positive influence of previous training on their perception of readiness for ERT, in general, teachers recognized that they need more training. The demand for preparation for video editing and online quiz composition can be considered for the design of future training programs.

Los procesos estadísticos comienzan con la selección de la variable de estudio y la recogida de los datos. Para organizar los datos recogidos es esencial llevar a cabo un recuento de los valores observados. En este artículo se propone una aproximación al recuento mediante el análisis de las categorías observadas y se discuten distintas técnicas de recuento, sus formas de representación manipulativa o pictórica y su conexión con las tablas de frecuencias. Por último, se refiere un experimento didáctico llevado a cabo con estudiantes para maestros sobre el manejo de las representaciones manipulativas de los recuentos como paso previo a las gráficas estadísticas manipulativas.

The motivation for this study is to understand the professional knowledge that a teacher displays in her classroom when she teaches mathematics classes. To this end, our goal is to describe the possible relationships of the subdomains of Mathematics Teacher's Specialised Knowledge (MTSK) model and the Conceptions about Mathematics Teaching and Learning (CMTL) that are integrated in it. This article presents a position on professional knowledge, the methodological design used has been an interpretative approach with a case study design of a 5th grade teacher in Primary Education, and some results which exemplify how these relationships have been identified and analyzed, and how they have helped to explain and understand the knowledge that the teacher mobilizes in her classroom. Finally, we express how this study can be used for teacher training in mathematics.

RESUMEN • El objetivo de este artículo es identificar los perfiles del futuro profesorado de matemáticas a partir de su percepción sobre la adquisición de competencias, relacionándolos con la formación previa. Mediante un cuestionario on-line se recogieron datos de profesores de matemáticas en formación o recientemente egresados del Máster en Formación del Profesorado de Educación Secundaria de distintas universidades españolas. El análisis ha permitido identificar tres perfiles que tienen diferentes correlaciones con la percepción de haber adquirido las competencias de conocimiento matemático y pedagógico-matemático. Los resultados son coherentes con el modelo teórico utilizado para describir el conocimiento del profesorado de matemáticas. Este estudio justifica la necesidad de diseñar e implementar intervenciones que mejoren las debilidades de cada uno de estos perfiles durante el periodo de formación inicial docente.