Teacher, which is the biggest number? Transcending school curriculum in the exploration of teachers’ specialized knowledge

Authors

  • Miguel Montes Navarro Universidad de Huelva
  • Luis Carlos Contreras Universidad de Huelva
  • José Carrillo Universidad de Huelva

DOI:

https://doi.org/10.35763/aiem.v0i13.226

Keywords:

Professional knowledge, infinity, MTSK, curriculum

Abstract

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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Published

2018-05-04

How to Cite

Montes Navarro, M., Contreras, L. C., & Carrillo, J. (2018). Teacher, which is the biggest number? Transcending school curriculum in the exploration of teachers’ specialized knowledge. Advances of Research in Mathematics Education, (13), 5–20. https://doi.org/10.35763/aiem.v0i13.226

Issue

No. 13 (2018)

Section

Artículos

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