What Knowledge Do Teachers Need to Predict the Mathematical Behavior of Students?

Eric Flores-Medrano (), Danae Gómez-Arroyo, Álvaro Aguilar-González and Laura Muñiz-Rodríguez
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Eric Flores-Medrano: Department of Mathematics Didactics, Complutense University of Madrid, 28040 Madrid, Spain
Danae Gómez-Arroyo: Physics and Mathematics School, Meritorious Autonomous University of Puebla, Puebla 72000, Mexico
Álvaro Aguilar-González: Department of Statistics and Operational Research and Mathematics Didactics, University of Oviedo, 33003 Oviedo, Spain
Laura Muñiz-Rodríguez: Department of Statistics and Operational Research and Mathematics Didactics, University of Oviedo, 33003 Oviedo, Spain

Mathematics, 2022, vol. 10, issue 16, 1-13

Abstract: The aim of this study was to explore the specialized knowledge of five mathematics teachers who participated in a continuing training project. Teachers were asked to formulate conjectures about the type of mathematical work that students enrolled in a calculus course would develop when approaching the graphical representation of functions as an introductory activity to the calculation of the volume of solids of revolution. The data collected was analyzed using the categories of the MTSK (Mathematics Teacher’s Specialized Knowledge) model. The results report how knowledge of topics and the knowledge of features of learning mathematics, particularly in relation to the knowledge of strengths and difficulties, served as fundamental pillars for the formulation of the conjectures about students’ mathematical behavior.

Keywords: continuing training; learning conjectures; mathematical behaviour; MTSK; teacher’s knowledge (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2022
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