Keywords
Pedagogical content knowledge
Rational numbers
How to Cite
Abstract
This paper aims at characterizing the relationships between different subdomains of mathematics teachers’
specialized knowledge. In particular, when searching for improving teachers’ practices, such relationships and
its role in practice have a crucial role in the mathematical critical situations, such as the teaching and learning of
rational numbers. Considering teachers’ knowledge in the perspective of the Mathematics Teachers Specialized
Knowledge, an identification and characterization of the relationships between one of its subdomains
(Knowledge of Mathematics Teaching) and the remaining is made. For doing so, the practice of a Chilean upper
secondary teacher is analysed, when she is teaching rational numbers. Using a map of connections, a set of
relationships between different subdomains is presented. Some future pathways for research are presented.
References
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