A PRIORI ANALYSIS: A TOOL OF 'NEW TEACHERS' MATHEMATICAL KNOWLEDGE - A CASE STUDY

We administered a questionnaire to a sample of volunteer 'new teachers', where issues were relative to a geometric task designed for grade 4 pupils (9/10 years old). Our aim has been to investigate if a pedagogical content which is relevant for the teaching mathematics, i.e. the a priori analysis, is a result of an overall practice which improves the capability to foresee pupil's answers and difficulties in tasks execution. We consider this specific tool as integral part of mathematics-for- teaching