Mathematics teachers’ Specialized Knowledge: A Case Study about Teaching of the Basic Concepts of Function
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| Авторы: | , , , |
|---|---|
| Формат: | artículo original |
| Статус: | Versión publicada |
| Дата публикации: | 2018 |
| Описание: | This research draws its attention to the specialized knowledge a secondary school teacher of mathematics demonstrates while teaching the basic concepts of function. This paper falls within the research field of teachers’ mathematical knowledge for teaching (Hill, Ball and Schilling, 2008). In addition, it uses didactic analysis (Gómez, 2007) to determine indicators that allow the identification and the characterization of this knowledge. The results show the richness of the conceptual structure taught when teaching, as well as the precise use of the mathematical language by the teacher, and the use of diverse systems of representation that emphasize the relation between them. |
| Страна: | Portal de Revistas UNA |
| Институт: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Язык: | Español |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/10174 |
| Online-ссылка: | https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/10174 |
| Ключевое слово: | Secondary teachers Mathematics teaching Secondary teachers training mathematics Docente de secundaria enseñanza de las matemáticas formación de docentes de secundaria matemáticas |