Mathematical Connections and the Mathematics Teacher’s Specialised Knowledge

Abstract

This study seeks to explore the relationship between recent findings on mathematical connections and the Mathematics Teacher’s Specialised knowledge model. From a qualitative approach, we seek to explore the specialised knowledge mobilised during the establishment of mathematical connections in different contexts. The study takes into consideration the results from previous studies that were conducted with both prospective and in service teachers. The results suggest the need to include the notion of complexity in the mathematical connections defined by the Mathematics Teacher’s Specialised knowledge model. Similarly, they suggest that it is possible to find some ambiguities in the use of the model, so it would be enriching to consider the current classification of mathematical connections in order to improve the model as an analytical tool. Finally, the results suggest the need to include mathematical connections as part of the pedagogical content knowledge domain, since the knowledge of this domain could be mobilised during the establishment of mathematical connections.

The use of soroban as a significant learning tool in basic operations in a mathematical connection

“…A conexão matemática é muito importante para a descrição de diferentes tipos de conhecimento, além de fazer relações entre os conteúdos, define dimensões do conhecimento do professor com os conceitos por ele explanados para adequar à uma atividade (Gamboa;Caviedes;Badillo, 2022).…”

Conexiones matemáticas y conceptualizaciones de la pendiente establecidas por futuros profesores colombianos de matemáticas

“…Actualmente, han surgido otros estudios que valoran la práctica del profesor de matemáticas sobre las funciones (Hatisaru, 2022), de igual manera, De Gamboa et al (2022) afirman que, en el trabajo sobre el conocimiento especializado del profesor de matemáticas (nos referimos al uso del modelo MTSK (Mathematics teacher's specialised knowledge)) existe la "necesidad de incluir las conexiones matemáticas como parte del dominio del conocimiento del contenido pedagógico, ya que el conocimiento de este dominio podría movilizarse durante el establecimiento de las conexiones matemáticas" (p. 1).…”