A mathematics teacher’s specialized knowledge in the selection and deployment of examples for teaching sequences

Abstract

A mathematics teacher's specialised knowledge in the selection and deployment of examples for teaching sequences This paper explores the specialised knowledge mobilised by a mathematics teacher in the selection and use of examples for teaching sequences. Taking an experimental case study approach, we analyse the examples deployed in a series of third year secondary level lessons on sequences and identify the different knowledge subdomains activated according to the Mathematics Teachers' Specialised Knowledge analytical model. We will analyse active and passive examples, pointing out the mathematical entity that is being exemplified and the aspect of this entity which is being emphasized by the example. The results identify the different subdomains and categories which are drawn on in the selection and use of examples, along with the various interconnections across knowledge subdomains which interact in the process.