dc.creator | Liñán García, María del Mar | es |
dc.creator | Muñoz Catalán, María Cinta | es |
dc.creator | Contreras, Luis Carlos | es |
dc.creator | Barrera Castarnado, Victor Javier | es |
dc.date.accessioned | 2022-07-01T07:02:04Z | |
dc.date.available | 2022-07-01T07:02:04Z | |
dc.date.issued | 2021-11-04 | |
dc.identifier.citation | Liñán García, M.d.M., Muñoz Catalán, M.C., Contreras, L.C. y Barrera Castarnado, V.J. (2021). Specialised knowledge for teaching geometry in a primary education class: analysis from the knowledge mobilized by a teacher and the knowledge evoked in the researcher. Mathematics, 9 (21), 1-18. | |
dc.identifier.issn | 2227-7390 | es |
dc.identifier.uri | https://hdl.handle.net/11441/134882 | |
dc.description.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. | es |
dc.format | application/pdf | es |
dc.format.extent | 18 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | Mathematics, 9 (21), 1-18. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Specialised knowledge evoked in the researcher by the opportunities | es |
dc.subject | Mathematics teachers’ | es |
dc.subject | Specialised knowledge | es |
dc.subject | Geometry | es |
dc.subject | Primary education | es |
dc.subject | Case study | es |
dc.title | Specialised knowledge for teaching geometry in a primary education class: analysis from the knowledge mobilized by a teacher and the knowledge evoked in the researcher | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de las Matemáticas | es |
dc.relation.publisherversion | https://doi.org/10.3390/math9212805 | es |
dc.identifier.doi | 10.3390/math9212805 | es |
dc.journaltitle | Mathematics | es |
dc.publication.volumen | 9 | es |
dc.publication.issue | 21 | es |
dc.publication.initialPage | 1 | es |
dc.publication.endPage | 18 | es |