Conocimiento especializado del profesor de matemáticas en la enseñanza de fracciones empleando recursos materiales y virtualesun estudio de caso

Abstract

Qualitative research is presented, focused on identifying and characterizing the mathematical and didactic knowledge that makes a mathematics teacher a specialist when thinking about an instructional process in which she intends to teach fractions in the fifth grade of elementary school. For this purpose, the mathematics teacher's specialized knowledge model (MTSK) was used, which allows studying, identifying, organizing and characterizing what knowledge is immersed in an instructional process. A semi- structured interview was used to collect information, and a set of general categories taken from two of the model's subdomains was used to analyze the data obtained. One of the main aspects pointed out by the teacher at the end of the study is related to the knowledge of the complexity of teaching fractions and the importance of the use of resources when teaching this concept.