Keywords
Cognitions
Mathematical knowledge for teaching
How to Cite
Abstract
The teacher practice depends on a large set of dimensions between which we can fi nd
teachers’ cognitions (goals, beliefs and knowledge). All these have a direct relation with the teaching
process, but, when teaching, the teacher knowledge concerning the content, its nature and how
they can be made understandable for students assume a main role in practice. If the teacher does
not have a solid and consistent mathematical knowledge for teaching, the gaps he may possess
will be refl ected in students learning. In this paper I present a model to analyze teachers’ practice
through an example from a primary school teacher. I will discuss the relationships between the
dimensions of such model in an episode in which the teacher has as main declared goal to consolidate the interpretation/inference of data from a previous elaborated pictogram. After presenting the
modelization (theoretically and with an example from practice) some potentialities of this kind of analysis in teacher training are discussed. This intends to bring to discussion mathematical aspects
and of its teaching and not just focus on the general nature of teaching.
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