TY - JOUR

T1 - Mathematical Connections and the Mathematics Teacher’s Specialised Knowledge

AU - De Gamboa, Genaro

AU - Caviedes, Sofía

AU - Badillo, Edelmira

N1 - Funding Information:
PID2019-104964GB-I00 (MICINN-Spain and GIPEAM, ANID-Chile/2018-72190032.
Publisher Copyright:
© 2022 by the authors.

PY - 2022/10/28

Y1 - 2022/10/28

N2 - This study seeks to explore the relationship between recent findings on mathematical connections and the Mathematics Teacher’s Specialised knowledge model. From a qualitative approach, we seek to explore the specialised knowledge mobilised during the establishment of mathematical connections in different contexts. The study takes into consideration the results from previous studies that were conducted with both prospective and in service teachers. The results suggest the need to include the notion of complexity in the mathematical connections defined by the Mathematics Teacher’s Specialised knowledge model. Similarly, they suggest that it is possible to find some ambiguities in the use of the model, so it would be enriching to consider the current classification of mathematical connections in order to improve the model as an analytical tool. Finally, the results suggest the need to include mathematical connections as part of the pedagogical content knowledge domain, since the knowledge of this domain could be mobilised during the establishment of mathematical connections.

AB - This study seeks to explore the relationship between recent findings on mathematical connections and the Mathematics Teacher’s Specialised knowledge model. From a qualitative approach, we seek to explore the specialised knowledge mobilised during the establishment of mathematical connections in different contexts. The study takes into consideration the results from previous studies that were conducted with both prospective and in service teachers. The results suggest the need to include the notion of complexity in the mathematical connections defined by the Mathematics Teacher’s Specialised knowledge model. Similarly, they suggest that it is possible to find some ambiguities in the use of the model, so it would be enriching to consider the current classification of mathematical connections in order to improve the model as an analytical tool. Finally, the results suggest the need to include mathematical connections as part of the pedagogical content knowledge domain, since the knowledge of this domain could be mobilised during the establishment of mathematical connections.

KW - complexity of mathematical connections

KW - mathematical connections

KW - mathematics teacher’s specialised knowledge

UR - http://www.scopus.com/inward/record.url?scp=85141828712&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/9c17785c-33fa-38ac-b1c4-7bbc8a26ade6/

UR - https://portalrecerca.uab.cat/en/publications/820cace5-43fe-43a5-b65c-a090182d4635

U2 - 10.3390/math10214010

DO - 10.3390/math10214010

M3 - Article

AN - SCOPUS:85141828712

SN - 2227-7390

VL - 10

SP - 4010

JO - Mathematics

JF - Mathematics

IS - 21

M1 - 4010

ER -