Conocimiento de la enseñanza de las matemáticas del profesor cuando ejemplifica y ayuda en clase de álgebra lineal

  1. Leticia Sosa Guerrero 1
  2. Eric Flores-Medrano 2
  3. José Carrillo Yáñez 2
  1. 1 Universidad Autónoma de Zacatecas
    info

    Universidad Autónoma de Zacatecas

    Zacatecas, México

    ROR https://ror.org/01m296r74

  2. 2 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Journal:
Educación matemática

ISSN: 1665-5826,  0187-8298

Year of publication: 2016

Volume: 28

Issue: 2

Pages: 151-174

Type: Article

DOI: 10.24844/EM2802.06 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Educación matemática

Abstract

This paper examines the kind of mathematical knowledge, which lies behind the use of examples and provision of support for students by two Baccalaureate (16-18) teachers in Spain. The methodological approach is that of a qualitative instrumental case study within an interpretative paradigm. Analysis is carried out through the Mathematics Teacher’s Specialised Knowledge model, with particular focus on one of the sub-domains of pedagogical content knowledge, Knowledge of Mathematics Teaching. The detailed consideration of the types of examples used and their particular features sheds light on the teachers’ awareness of the potential these have in the educational context. At the same time, the use of various scaffolding techniques on the part of the teachers points to knowledge about the variety of learner support available and how this focuses on specific aspects.

Data source: Dialnet