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

Abstract

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.

Undergraduates’ conceptions of mathematics teaching and learning: an empirical study

“…Hence, another intended future line of investigation is to analyse the tendencies identified here together with teachers' knowledge. In order to do this, it will be particularly interesting to use models of mathematics teachers' knowledge in which conceptions (including beliefs) play a central role, as is the case in the Mathematics Teachers' Specialised Knowledge (MTSK) model (Aguilar-González et al, 2019;Carrillo et al, 2018), where conceptions constitute a central domain that permeates the mathematical and pedagogicalmathematical knowledge domains (Aguilar-González et al, 2018).…”

The Challenge of the Initial Training of Mathematics Teachers: Knowledge, Practice, and Identity

“…The inclusion of the teacher's beliefs and the concept of specialization of the different types of knowledge that make it up are two distinctive features of this model compared to its peers (Ball et al, 2008;Rowland et al, 2009). On the one hand, it is considered that beliefs about mathematics and about the teaching and learning of mathematics permeate the different subdomains of the teacher's knowledge and serve as a filter or enhancer of professional knowledge and its development (Aguilar-González, et al, 2019). On the other hand, from the perspective of the model, mathematical knowledge for teaching is intrinsic to the context in which it is constructed and used and, therefore, the teacher's knowledge, as a whole, is of a specialized nature (Carrillo et al, 2013).…”

“…On the other hand, the sense of construction of mathematics and the attribution of a social character to this process, favors the development of beliefs about mathematics linked to problem solving and discovery tends. Both groups of beliefs, about mathematics and about its teaching and learning, have been studied using the MTSK model as a reference (Aguilar et al 2019) and are part of how PPTs can be recognized within the teaching community.…”

Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review

“…PCK concerned knowledge of features of learning mathematics, knowledge of mathematics teaching, and knowledge of mathematics learning standards. Unlike previous studies, MTSK contained teachers' beliefs about mathematics and mathematics teaching and learning to emphasize the reciprocal relationship between teachers' mathematical knowledge and beliefs [8,24]. While these studies provided information on the nature and components of mathematics teachers' knowledge, there is still limited information on what kinds of studies (i.e., research topics) have been conducted on mathematics teachers' knowledge and how they have evolved over time.…”