Abstract
Deepening the specialised knowledge of mathematics teachers is necessary for teaching, and it is one of our concerns as researchers; accordingly, in this study we analyze the knowledge that a teacher mobilizes when giving a first lesson on geometry to a class of fifth year of primary education at a Spanish school. We provide this analysis with a complementary perspective that leads us to broaden our focus of attention to other aspects of classroom management, thus identifying the specialised knowledge evoked in the researcher by the opportunities observed in the classroom. We take opportunities to mean classroom situations that occur as a result of the teacher’s management for which the researcher considers that an alternative management of such situations would be supported by relevant specialised knowledge for the teaching of the given content. Considering the possible alternative management of specific classroom situations makes this specialised knowledge emerge, which, together with that mobilized by the teacher, generates specialised knowledge useful for guiding the content of the training of primary education teachers.
Highlights
We introduced the methodological element of opportunities, understood as those moments or situations that arise in the class, as a consequence of the actions of the teacher, and that allow the researcher to reflect on the specialised knowledge that would have supported an alternative management of those same situations
Emerges the knowledge evoked in the researcher by the opportunities, as specialised knowledge that the researcher interprets as being able to support an alternative management of the opportunities arising in the class
We have identified the opportunities, and we have interpreted the specialised knowledge that would allow alternative management, responding to the second objective of the investigation
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. One of the lines of research in mathematics education is to deepen the knowledge of the mathematics teacher. Characterizing this knowledge from a teacher’s professional practice is of fundamental interest for the authors and the working group SIDM Seminar in the Didactics of Mathematics, University of Huelva) in which this research is framed. We share the view of [1] 58) that, “an essential object of investigation is what and how a mathematics teacher knows or should know about mathematics” We share the view of [1] (p. 58) that, “an essential object of investigation is what and how a mathematics teacher knows or should know about mathematics”
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