Specialized knowledge of the mathematics teacher in the use of examples

Study on the nature of the solutions of the quadratic equation

Authors

  • Nicolás Sánchez Acevedo Universidad Central de Chile
  • Carlos Segura Universitat de València, UV
  • Luis Carlos Contreras Universidad de Huelva, UHU
  • Leticia Sosa Guerrero Benemérita Universidad Autónoma de Zacatecas, Huelva, España UAZ

DOI:

https://doi.org/10.14571/brajets.v17.n3.1171-1183

Keywords:

mathematics teacher´s specialized knowledge, quadratic equation, math teachers, qualitative, Case Study

Abstract

The knowledge of the Mathematics teacher is a field that has aroused research interest for decades, both in its disciplinary and didactic dimensions. The seminal basis, in the specificity of knowledge for teaching, originates with the work of Lee Shulman, who coined and problematized didactic content knowledge, as necessary for the teacher to teach the discipline. His contributions are the foundation for more specific current models, in which the use of examples and analogies play a relevant role in student learning. In this work we rely on the Mathematics Teacher Specialized Knowledge Model (MTSK) to characterize the knowledge of a Mathematics teacher in the use of examples for teaching about the nature of solutions to quadratic equations (discriminant). From an interpretive paradigm we aim to understand, in depth, what is the manifested specialized knowledge of a Mathematics teacher, through the study of an instrumental case with analysis based on classroom observations. Some of the results show that in the mathematical knowledge (MK) manifested, knowledge of the topics (KoT-procedures) predominates, as well as some indications of knowledge about the mathematical structure (KSM). Regarding the didactic knowledge of the content (PCK), knowledge is evident in the subdomains: characteristics of learning (KFLM), of teaching (KMT) and sequencing (KMLS). Both mathematical and didactic knowledge are related based on the type of examples selected in the teaching of the nature of the solutions of the quadratic equation.

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Published

2024-09-24

Issue

Vol. 17 No. 3 (2024)

Section

Qualitative Research in Education, Technology and Society

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Copyright (c) 2024 Nicolás Sánchez Acevedo, Carlos Segura, Luis Carlos Contreras , Leticia Sosa Guerrero

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