Abstract
In this paper we present a revised and expanded version of the system of categories of teachers’ didactic-mathematical knowledge based on the application of analysis tools of the Onto-Semiotic Approach (OSA) to cognition and mathematical instruction. The mathematical, didactical and meta didactic-mathematical dimensions are distinguished, and taken into account the knowledge involved in the phases of instructional design (preliminary analysis, design, implementation and assessment). This expanded model of the didactic-mathematical knowledge is compared with other models proposed in mathematics education to identify concordances and complementarities.
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