El conocimiento especializado del profesor de matemáticas en el uso de la analogía en la enseñanza del concepto de función

Translated title of the contribution: The mathematics teacher's specialized knowledge in the use of analogy on teaching the function concept

Gonzalo Espinoza-Vásquez, DIANA ZAKARYAN , José Carrillo Yáñez

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

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 contributionThe mathematics teacher's specialized knowledge in the use of analogy on teaching the function concept
Original languageUndefined/Unknown
JournalRevista Latinoamericana de Investigacion en Matematica Educativa
Volume21
Issue number3
DOIs
StatePublished - 1 Jan 2018

Keywords

  • Analogy
  • Function concept
  • High school teacher
  • Mathematics teacher’s specialized knowledge

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