Aspects of mathematical knowledge for teaching: A qualitative study

• Theodora Avgeri ^[1] ; Xenia Vamvakoussi ^[1]
  1. [1] University of Ioannina

     University of Ioannina

     Dimos Ioánnina, Grecia

     
• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 2, 2022 (Research Reports A – H), ISBN 978-84-1302-176-8, págs. 35-42
• Idioma: inglés
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• Resumen

  • We present a qualitative study aiming at investigating secondary school teachers’ Mathematical Knowledge for Teaching regarding the dense ordering of rational numbers. Fifteen secondary math teachers were asked to evaluate the responses of hypothetical students, explain students’ thinking, and give feedback. The accuracy of the evaluation, the quality of the explanation, and the use of counterexamples were examined. The results showed shortcomings in various categories of Mathematical Knowledge for Teaching, such as Common Content Knowledge and Specialized Content Knowledge, Knowledge of Content and Students and Knowledge of Content and Teaching.