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

María del Mar Liñán-García, Maria Cinta Muñoz-Catalán, Luis Carlos Contreras and Víctor Javier Barrera-Castarnado
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María del Mar Liñán-García: Department of Mathematics Education, School of Education, University of Seville, 41013 Seville, Spain
Maria Cinta Muñoz-Catalán: Department of Mathematics Education, School of Education, University of Seville, 41013 Seville, Spain
Luis Carlos Contreras: Research Centre COIDESO, University of Huelva, 20071 Huelva, Spain
Víctor Javier Barrera-Castarnado: Department of Mathematics Education, School of Education, University of Seville, 41013 Seville, Spain

Mathematics, 2021, vol. 9, issue 21, 1-18

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.

Keywords: specialised knowledge evoked in the researcher by the opportunities; mathematics teachers’ specialised knowledge; geometry; primary education; case study (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2021
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