Common Content Knowledge manifested by a teacher in teaching basic concepts of functions: A case study
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| Autores: | , , , , |
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| Formáid: | artículo original |
| Stádas: | Versión publicada |
| Fecha de Publicación: | 2016 |
| Cur Síos: | This article presents a case study based on the common knowledge of the content in mathematics shown by a professor when teaching basic function concepts in a daytime academic high-school in Costa Rica. It is based on research regarding the mathematics knowledge required for teaching, which is a booming research area in faculty training. The educational analysis is used as a tool to identify and characterize this knowledge. We recognize that the professor shows significant knowledge of mathematical concepts, appropriate procedural knowledge and valuable ability to define conceptual structures. Furthermore, this knowledge relates to knowing about the study program for high-school education, indicators which intertwine with the educational knowledge of the content. |
| País: | Portal de Revistas UNA |
| Institiúid: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Teanga: | Español |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/7580 |
| Rochtain Ar Líne: | https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/7580 |
| Palabra clave: | Docente de secundaria enseñanza de las matemáticas formación de docentes de secundaria matemáticas. Mathematics Mathematics education Secondary school teachers Secondary teacher education. |