Abstract
ABSTRACTRecognising teachers’ knowledge as one of the main factors influencing their practices and student learning, we aim to contribute to obtaining a better and deeper understanding of the specificities of teachers’ mathematical knowledge. A case study involving one 8th-grade Chilean mathematics teacher is presented in the context of rational numbers. Using video and audio recordings of classroom practices, questionnaires, and an interview, we sought to characterise, and better understand the content of the Knowledge of Topics from the perspective of the Mathematics Teachers’ Specialized Knowledge (MTSK) theoretical framework. The results reveal some critical aspects that teacher education should focus on, while also identifying lost opportunities and examples of “good” practices, thus contributing to the refinement of the MTSK conceptualisation. The conclusions can be considered in a broader perspective, with implications for teacher education in other contexts.
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