Towards a Methodology for the Characterization of Teachers' Didactic-Mathematical Knowledge

This research study aims at exploring the use of some dimensions and theoretical-methodological tools suggested by the model of Didactic-Mathematical Knowledge (DMK) for the analysis, characterization and development of knowledge that teachers should have in order to efficiently develop within their...

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Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2015-12, Vol.11 (6), p.1429
Main Authors: Pino-Fan, Luis R, Assis, Adriana, Castro, Walter F
Format: Article
Language:English
Subjects:
Affective Behavior
Chile
Cognitive Processes
Didacticism
Ecology
Epistemology
Foreign Countries
Instructional Materials
Interaction
Knowledge
Knowledge Level
Learning Processes
Masters Programs
Mathematics Curriculum
Mathematics Education
Mathematics Teachers
Pedagogical Content Knowledge
Problem Solving
Secondary School Teachers
Teacher Student Relationship
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Summary:This research study aims at exploring the use of some dimensions and theoretical-methodological tools suggested by the model of Didactic-Mathematical Knowledge (DMK) for the analysis, characterization and development of knowledge that teachers should have in order to efficiently develop within their practice. For this purpose, we analyzed the activity performed by five high school teachers, in relation to an activity about patterns suggested in the framework of the Master of Mathematics Education Program at University of Los Lagos, Chile. As a result of the analysis, it becomes evident that teachers can indeed solve items related to the common content knowledge, but have certain difficulties when they face items that aim at exploring other dimensions of their knowledge, for example, about extended content knowledge, of resources and means, or of the affective state of students.
ISSN:1305-8223
1305-8215
1305-8223
DOI:10.12973/eurasia.2015.1403a