Conocimiento Especializado de un Profesor de Álgebra Lineal y Espacios de Trabajo Matemático

Mora, Diana Vasco; Climent, Nuria; Escudero-Ávila, Dinazar; Montes, Miguel; Ribeiro, Miguel

doi:10.1590/1980-4415v30n54a11

Cited by 5 publications

(1 citation statement)

References 5 publications

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“…Focusing mainly on those subdomains and categories that have emerged in the analysis of the classroom session: The Knowledge of Topics (KoT) is defined as a well-founded and deep knowledge of mathematical content. It consists of the following categories: phenomenology and applications, which is the knowledge of models attributable to a topic, as well as the uses and applications of a mathematical topic (Escudero-Ávila, Carrillo, Flores-Medrano, Climent, Contreras, & Montes, 2015); definitions, properties and their foundations, comprises the knowledge to describe or characterize a concept, the properties of a mathematical object, and the knowledge that the teacher has about the bases, foundations or completeness of the use of a property; representation registers, refers to knowledge about the different ways in which a topic can be represented, including the notation and the mathematical language associated with such representations (Mora, Climent, Escudero-Ávila, Montes, & Ribeiro, 2016); and procedures, where we consider the knowledge that the professor has about conventional and alternative algorithms (How is it done? ), the sufficient and necessary conditions to proceed (When can it be done?…”

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confidence: 99%

An Example of Connections between the Mathematics Teacher’s Conceptions and Specialised Knowledge

Aguilar-González

Muñoz-Catalán

Carrillo

2018

EURASIA J MATH SCI T

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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.

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Section: / 15mentioning

confidence: 99%

An Example of Connections between the Mathematics Teacher’s Conceptions and Specialised Knowledge

Aguilar-González

Muñoz-Catalán

Carrillo

2018

EURASIA J MATH SCI T

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Linear algebra in engineering: a study of specialized knowledge of Chilean and Brazilian teachers

Bianchini,

Gomes,

González

et al. 2023

Teaching Mathematics and Its Applications: An International Journal of the IMA

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The objective of this paper is to establish comparisons between the Linear Algebra (LA) approach practiced in Engineering courses offered by Chilean and Brazilian Higher Education Institutions and, for that, teachers from both countries were interviewed. From a methodological point of view, the research consists of two case studies. For the analysis of the interviews, we used the precepts of Content Analysis. The data were qualitatively analyzed considering the MTSK theoretical model. In this analysis, we sought to identify what specialized knowledge these teachers have regarding AL and about its teaching and learning. The results have shown that, in relation to the Mathematical Knowledge (MK) domain, which refers to content knowledge, the Knowledge of Topics subdomain (KoT), linked to the way that teachers know the topics they teach, is the most present among interviewees. In the Pedagogical Content Knowledge (PCK) domain, covering specific pedagogical knowledge linked to Mathematics, the Knowledge of Mathematics Teaching (KMT), regarding strategies, teaching theories, resources and materials, and Knowledge of Mathematics Learning Standards (KMLS) subdomains, concerning the curricular specifications and the moments in which the student must or can learn certain content and with what level of depth prevail.

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representaciones de la función durante la enseñanza

Espinoza-Vásquez

Verdugo-Hernández

2022

revHUMAN

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Este estudio aborda el conocimiento y el trabajo matemático del profesor durante la enseñanza de las representaciones de la función a través del uso en conjunto de dos modelos teóricos. Se analiza una sesión para el 1er año de enseñanza media (14-15 años) dada por un profesor de matemática con la categoría de experto. Los resultados dan cuenta de la relación entre el trabajo matemático que se propone en el aula y los conocimientos que permiten esta organización, aportando elementos a la comprensión de la práctica docente.

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Conocimiento Especializado de un Profesor de Álgebra Lineal y Espacios de Trabajo Matemático

Cited by 5 publications

References 5 publications

An Example of Connections between the Mathematics Teacher’s Conceptions and Specialised Knowledge

An Example of Connections between the Mathematics Teacher’s Conceptions and Specialised Knowledge

Linear algebra in engineering: a study of specialized knowledge of Chilean and Brazilian teachers

representaciones de la función durante la enseñanza

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