Studies about the implication of specialization in a mathematics teacher's knowledge are taking important role in the field of mathematics education research. From this perspective, the goal of this research is to study the knowledge of the practices in mathematics of the Mathematics Teachers' Specialized Knowledge model (MTSK), contributing to understanding and characterization of the nature of this teacher knowledge. Through empirical data from classroom observation and an interview with a high-school mathematics teacher we have been identified the teacher's knowledge of the role of symbols and mathematical conventions; knowledge about the importance of proofs and their principal methods, of the meaning and the role of necessary and sufficient conditions; equally, knowledge of heuristic strategies of problem solving and the role of generalization. We conclude by highlighting the importance of this teacher's knowledge to favor the development of students' abilities to do mathematics.
|Translated title of the contribution||Knowledge of practices in mathematics of a secondary teacher in geometry classes|
|Number of pages||27|
|State||Published - Apr 2021|