Teacher Specialised Knowledge: A Teaching Experiment Focused on a Formative Task about Geometry
DOI:
https://doi.org/10.35763/aiem26.5359Keywords:
Teaching experiment, Mathematics Teachers’ Specialised Knowledge, Formative tasks, Prospective primary teachers, GeometryAbstract
Research, professional practice, and initial teacher training must be closely interconnected. We propose the use of formative tasks to develop the mathematics teachers’ specialised knowledge about geometry. These tasks are designed based on real classroom situations and validated through research using a teaching experiment. The analytical model of Mathematics Teachers’ Specialised Knowledge allows us to identify real practice situations and analyse the knowledge mobilized in an initial teacher training classroom when solving these tasks. The reflection involved in solving these tasks enables prospective primary teachers to establish connections between elements of specialised teacher knowledge, fostering their comprehensive understanding of practice.
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Copyright (c) 2024 Víctor Javier Barrera Castarnado, Luis Carlos Contreras González, María Cinta Muñoz Catalán, María del Mar Liñán García
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