Specialized Knowledge of Prospective Teachers When Interpreting Events Related to Point Location in the Plane
DOI:
https://doi.org/10.35763/aiem30.8238Keywords:
Cartesian plane, Initial teacher education, Specialized knowledge of mathematics teachers, Noticing, VideoAbstract
Given the need to understand which mathematical and didactical knowledge is activated when interpreting classroom situations, this study aims to characterize the specialized knowledge mobilized by 35 prospective mathematics teachers after observing a video about locating points on the Cartesian plane. Through a qualitative analysis of their reports, conducted in three phases, five areas of focus were identified, with the majority relating to links to analogies/teaching resources and to students’ errors/difficulties. The interpretations, in turn, were mainly grounded in knowledge of mathematics teaching and learning, with a moderate presence of knowledge of the topic and specific manifestations of knowledge of the structure of mathematics, mathematical practice, and learning standards.
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