Analysis of the specialized knowledge of prospective mathematics teachers in the didactic foundation of an algebra lesson design
DOI:
https://doi.org/10.55560/arete.2025.22.11.6Keywords:
Secondary school teacher training, master class, algebra, specialized knowledge of the teacherAbstract
The purpose of this study is to analyze the performance of prospective mathematics teachers regarding the design and implementation of algebra classes, through the Mathematics Teacher's Specialized Knowledge Model (MTSK). The approach adopted is qualitative under a multiple case study design, where the participating subjects presented innovative class proposals in a "master class" format, evaluated through a rubric validated by experts. Among the main results obtained, strengths are evidenced in the KoT (Knowledge of Topics) and in the KPM (Knowledge of Mathematical Practice) subdomain, highlighting the correct application of axioms and theorems, as well as to some extent an adequate use of semiotic representations. However, weaknesses were identified in the subdomain KSM (Knowledge of Mathematical Structure), KMT (Knowledge of Mathematics Teaching), KFLM (Knowledge of the Characteristics of Mathematics Learning) and KMLS (Knowledge of Mathematics Learning Standards), specifically in the connection between contents, the use of counterexamples and the relevance and/or contextualization of curricular objectives. Therefore, it is concluded that it is necessary to strengthen these areas in teacher training to achieve a more effective teaching of algebra.
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