| Title: |
A Mathematics Teacher's Specialized Knowledge in the Selection and Deployment of Examples for Teaching Sequences |
| Language: |
English |
| Authors: |
Hugo Cayo (ORCID 0000-0002-9549-8088); Myriam Codes (ORCID 0000-0002-9528-0564); Luis C. Contreras (ORCID 0000-0002-0044-2365) |
| Source: |
International Journal of Mathematical Education in Science and Technology. 2024 55(3):784-803. |
| Availability: |
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
20 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education |
| Descriptors: |
Mathematics Teachers; Mathematics Instruction; Secondary School Mathematics; Pedagogical Content Knowledge; Knowledge Level; Expertise; Teaching Methods; Mathematical Concepts; Instructional Materials; Models; Selection |
| DOI: |
10.1080/0020739X.2022.2158142 |
| ISSN: |
0020-739X; 1464-5211 |
| Abstract: |
This paper explores the specialized knowledge mobilized by a mathematics teacher in the selection and use of examples for teaching sequences. Taking an experimental case study approach, we analyse the examples deployed in a series of third-year secondary level lessons on sequences and identify the different knowledge subdomains activated according to the mathematics teachers' specialized knowledge analytical model. We will analyse active and passive examples, pointing out the mathematical entity that is being exemplified and the aspect of this entity which is being emphasized by the example. The results identify the different subdomains and categories which are drawn on in the selection and use of examples, along with the various interconnections across knowledge subdomains which interact in the process. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1414455 |
| Database: |
ERIC |