Una trayectoria de investigación sobre el conocimiento del profesor de matemáticas: del grupo SIDM a la Red Iberoamericana MTSK

Carrillo, José; Climent, Nuria; Navarro, Miguel Ángel Montes; Muñoz-Catalán, María Cinta

doi:10.54541/reviem.v2i2.41

Cited by 2 publications

(1 citation statement)

References 38 publications

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“…In the 90's, research with Mathematics Education began at the University of Huelva with a focus on teaching and learning, problem solving and understanding the knowledge of Mathematics teachers (Carrillo et al, 2022), based on the line of research presented by Shulman (1986Shulman ( , 1987 However, due to gaps, for example, in the characterization of subdomains through actions and not teacher knowledge, identified years later with the models worked up to that moment, there was then the first proposal of the specialized theoretical model for teachers, which was called Specialized Knowledge of Mathematics Teachers, Mathematics Teacher's Specialized Knowledge (MTSK) of (Carrillo et al, 2014). The MTSK is a theoretical model that describes the set of specialized knowledge that is fundamental to teach a given mathematics content (Carrillo et al, 2014;Moriel Juniore Wielewski, 2017;Carrillo et al, 2018).…”

Section: Expert Knowledge Of Mathematics Teachersmentioning

confidence: 99%

Epistemological reflections of the teachers' specialized knowledge model: Chemistry teaching in focus

Soares,

Calcanhoto,

Dantas

et al. 2024

Themes Focused on Interdisciplinarity and Sustainable Development Worldwide v. 02

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The theoretical model Specialized Knowledge of the Mathematics Teacher (MTSK), which corresponds to the Specialized Knowledge of Mathematics Teachers, has been not only the theoretical reference in research on the teaching and learning of Mathematics, but also, due to its specialization, as a reference model for other areas of knowledge, such as Physics, Chemistry, Biology, Portuguese, History, among others. The purpose of this article is to discuss the use of the MTSK theoretical model as a theoretical framework in the proposal of models for other areas of knowledge such as Chemistry, based on the epistemology of these two sciences. Qualitative research is assumed as a method, and its classification in relation to the objectives is the explanatory approach and in relation to the technical procedures the bibliographic approach. In this way, the development of the article begins with the presentation of the theoretical model of Mathematics, including the epistemological view attributed by the researchers when proposing this model. Subsequently, the Specialized Knowledge of Chemistry Teachers (CTSK) model proposed by the MTSK is presented. Finally, it ends with the epistemological vision that made this transposition between the models possible without losing the specialized character for both areas.

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Section: Expert Knowledge Of Mathematics Teachersmentioning

confidence: 99%

Epistemological reflections of the teachers' specialized knowledge model: Chemistry teaching in focus

Soares,

Calcanhoto,

Dantas

et al. 2024

Themes Focused on Interdisciplinarity and Sustainable Development Worldwide v. 02

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History Teacher’s Specialized Knowledge (HTSK)

Hernández-Gutiérrez,

Monreal-Reyes,

Ochoa-Vizcaya

et al. 2022

JCP

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The work offers a first approximation to a theoretical-analytical model for the recognition and understanding of the History Teacher’s Specialized Knowledge (HTSK). In the article, it is based on a justification that in a first order considers the advances that are considered in the didactics of mathematics and; although the substantial differences between both disciplines are recognized, the advances of one are also assumed, for the construction of the first model of the other. Mathematics Teacher’s Specialized Knowledge (MTSK), the didactics of history and a lesson plan for teaching history were considered to visualize the evidence of that particular and specific knowledge that a teacher reveals when teaching history. and that this is precisely what makes it a specialized knowledge.

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Una trayectoria de investigación sobre el conocimiento del profesor de matemáticas: del grupo SIDM a la Red Iberoamericana MTSK

Cited by 2 publications

References 38 publications

Epistemological reflections of the teachers' specialized knowledge model: Chemistry teaching in focus

Epistemological reflections of the teachers' specialized knowledge model: Chemistry teaching in focus

History Teacher’s Specialized Knowledge (HTSK)

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