Specialized knowledge of Mathematics teacher educator to discuss order relation in the set of integer numbers
DOI:
https://doi.org/10.48489/quadrante.23015Keywords:
order relation, teacher educator’s knowledge, Mathematics Teachers’ Specialized Knowledge, Number TheoryAbstract
Studies regarding the Mathematics teacher educator have been receiving spotlights in the last years. In particular, the research on the Mathematics teacher educator’s knowledge has led to the construction of different models of knowledge. In this work, we attempt to understand the knowledge of a mathematician considering the observation of his classroom practice as Mathematics teacher educator in a Brazilian Number Theory undergraduate course. The chosen research method was the instrumental case study, whose goal is to understand the revealed and mobilized subject’s knowledge. The data were collected by audio and video recording of a chosen class, which was analyzed in the perspective of identifying the specialized knowledge of this mathematician as a teacher educator. Among the results are indicators of the teacher educator’s Mathematical Knowledge, as well as elements of his Pedagogical Content Knowledge. The obtained indicators constitute a new step in the elaboration of a Specialized Knowledge model for the Mathematics teacher educator.
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