An Example of Connections between the Mathematics Teacher’s Conceptions and Specialised Knowledge

Álvaro Aguilar-González; María Cinta Muñoz-Catalán; José Carrillo

doi:10.29333/ejmste/101598

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Álvaro Aguilar-González ¹ ^* , María Cinta Muñoz-Catalán ², José Carrillo ³

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¹ Universidad de Oviedo, Oviedo, SPAIN² Universidad de Sevilla, Sevilla, SPAIN³ Universidad de Huelva, Huelva, SPAIN^* Corresponding Author

Abstract

The motivation for this study is to understand the professional knowledge that a teacher displays in her classroom when she teaches mathematics classes. To this end, our goal is to describe the possible relationships of the subdomains of Mathematics Teacher’s Specialised Knowledge (MTSK) model and the Conceptions about Mathematics Teaching and Learning (CMTL) that are integrated in it. This article presents a position on professional knowledge, the methodological design used has been an interpretative approach with a case study design of a 5th grade teacher in Primary Education, and some results which exemplify how these relationships have been identified and analyzed, and how they have helped to explain and understand the knowledge that the teacher mobilizes in her classroom. Finally, we express how this study can be used for teacher training in mathematics.

Keywords

mathematics teacher’s specialised knowledged
conceptions about mathematics teaching and learning
teacher’s knowledged
professional knowledge

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 15, Issue 2, February 2019, Article No: em1664

https://doi.org/10.29333/ejmste/101598

Publication date: 14 Dec 2018

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Article Downloads: 2305

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How to cite this article

APA

Aguilar-González, Á., Muñoz-Catalán, M. C., & Carrillo, J. (2019). An Example of Connections between the Mathematics Teacher’s Conceptions and Specialised Knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 15(2), em1664. https://doi.org/10.29333/ejmste/101598

Vancouver

Aguilar-González Á, Muñoz-Catalán MC, Carrillo J. An Example of Connections between the Mathematics Teacher’s Conceptions and Specialised Knowledge. EURASIA J Math Sci Tech Ed. 2019;15(2):em1664. https://doi.org/10.29333/ejmste/101598

AMA

Aguilar-González Á, Muñoz-Catalán MC, Carrillo J. An Example of Connections between the Mathematics Teacher’s Conceptions and Specialised Knowledge. EURASIA J Math Sci Tech Ed. 2019;15(2), em1664. https://doi.org/10.29333/ejmste/101598

Chicago

Aguilar-González, Álvaro, María Cinta Muñoz-Catalán, and José Carrillo. "An Example of Connections between the Mathematics Teacher’s Conceptions and Specialised Knowledge". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 2 (2019): em1664. https://doi.org/10.29333/ejmste/101598

Harvard

Aguilar-González, Á., Muñoz-Catalán, M. C., and Carrillo, J. (2019). An Example of Connections between the Mathematics Teacher’s Conceptions and Specialised Knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 15(2), em1664. https://doi.org/10.29333/ejmste/101598

MLA

Aguilar-González, Álvaro et al. "An Example of Connections between the Mathematics Teacher’s Conceptions and Specialised Knowledge". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 2, 2019, em1664. https://doi.org/10.29333/ejmste/101598