Teacher, which is the biggest number? Transcending school curriculum in the exploration of teachers’ specialized knowledge
DOI:
https://doi.org/10.35763/aiem.v0i13.226Keywords:
Professional knowledge, infinity, MTSK, curriculumAbstract
This paper shows an approach to the professional knowledge of mathematics teachers in schoolrelated situations in the context of Primary and Secondary school. In these situations, the use of knowledge of some mathematical elements that are not present in the syllabus is required, in particular, the notion of infinity. Through the analytical potential of the Mathematics Teacher’s Specialized Knowledge Model, we highlight the complexity, coherence and multidimensionality of the knowledge of two teachers when dealing with situations in which infinity has a relevant role.
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