Mathematics teachers' Specialized Knowledge: A Case Study about Teaching of the Basic Concepts of Function

被引：0

作者：

Rodriguez-Flores, Ariana ^{[1
]}

Picado-Alfaro, Miguel ^{[2
]}

Espinoza-Gonzalez, Jonathan ^{[1
]}

Rojas-Gonzalez, Nielka ^{[3
]}

机构：

[1] Univ Nacl, Heredia, Costa Rica

[2] Univ Costa Rica, San Jose, Costa Rica

[3] Univ Catolica Norte, Antofagasta, Chile

来源：

UNICIENCIA | 2018年 / 32卷 / 01期

关键词：

Secondary teachers; Mathematics teaching; Secondary teachers training; mathematics;

D O I：

10.15359/ru.32-1.6

中图分类号：

O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];

学科分类号：

07 ; 0710 ; 09 ;

摘要：

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 (Gomez, 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.

引用

页码：89 / 107

页数：19

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