Analogies, often used to make an idea understandable using previous knowledge or experience, have been considered as a component of pedagogical content knowledge since earliest conceptualizations of teacher’s knowledge. this paper addressed the mathematics teacher’s specialized knowledge in the use of the analogy of function as a machine, based on lessons observation of two Chilean high school teachers and a subsequent interview. Study’s findings regarding the teacher’s knowledge about the function in the use of analogy allow establishing relations between different knowledge manifested by teachers in the functions’ teaching-learning process, advancing in the understanding of their knowledge.
|Translated title of the contribution||The mathematics teacher's specialized knowledge in the use of analogy on teaching the function concept|
|Journal||Revista Latinoamericana de Investigacion en Matematica Educativa|
|State||Published - 2018|
- Function concept
- High school teacher
- Mathematics teacher’s specialized knowledge