Mathematics Teacher´s Specialized Knowledge manifested in selecting and using examples in the factorization of algebraic expressions
DOI:
https://doi.org/10.48489/quadrante.38106Palavras-chave:
mathematics teacher’s specialized knowledge, exemplification, factorization, case studyResumo
We present an approach to the specialized knowledge of a secondary mathematics teacher (teaching students aged 16 to 17) in the context of algebraic expression factorization (a topic that precedes quadratic equations). Using a qualitative approach and an instrumental case study, we gathered data through video recordings of lessons and semi-structured interviews. This data was analyzed using the Mathematics Teacher's Specialized Knowledge (MTSK) model. The results provide evidence that the teacher selects and uses examples by leveraging specific knowledge about the content, mathematics teaching, and the characteristics of students' mathematical learning. These findings contribute to our understanding of the possible relationships between specialized knowledge in algebraic expression factorization and the teacher's selection and use of examples, a topic that lays the groundwork for quadratic equations.
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