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

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...

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Autores principales:	María del Mar Liñán-García, Maria Cinta Muñoz-Catalán, Luis Carlos Contreras, Víctor Javier Barrera-Castarnado
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	<i>specialised knowledge evoked in the researcher by the opportunities</i> mathematics teachers’ specialised knowledge geometry primary education case study Mathematics QA1-939
Acceso en línea:	https://doaj.org/article/539e4d3ae35b495b8b454fc8a46b3517
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spelling	oai:doaj.org-article:539e4d3ae35b495b8b454fc8a46b35172021-11-11T18:20:22ZSpecialised Knowledge for Teaching Geometry in a Primary Education Class: Analysis from the Knowledge Mobilized by a Teacher and the Knowledge Evoked in the Researcher10.3390/math92128052227-7390https://doaj.org/article/539e4d3ae35b495b8b454fc8a46b35172021-11-01T00:00:00Zhttps://www.mdpi.com/2227-7390/9/21/2805https://doaj.org/toc/2227-7390Deepening 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 <i>specialised knowledge evoked in the researcher by the opportunities</i> observed in the classroom. We take <i>opportunities</i> 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.María del Mar Liñán-GarcíaMaria Cinta Muñoz-CatalánLuis Carlos ContrerasVíctor Javier Barrera-CastarnadoMDPI AGarticle<i>specialised knowledge evoked in the researcher by the opportunities</i>mathematics teachers’ specialised knowledgegeometryprimary educationcase studyMathematicsQA1-939ENMathematics, Vol 9, Iss 2805, p 2805 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	<i>specialised knowledge evoked in the researcher by the opportunities</i> mathematics teachers’ specialised knowledge geometry primary education case study Mathematics QA1-939
spellingShingle	<i>specialised knowledge evoked in the researcher by the opportunities</i> mathematics teachers’ specialised knowledge geometry primary education case study Mathematics QA1-939 María del Mar Liñán-García Maria Cinta Muñoz-Catalán Luis Carlos Contreras Víctor Javier Barrera-Castarnado 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
description	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 <i>specialised knowledge evoked in the researcher by the opportunities</i> observed in the classroom. We take <i>opportunities</i> 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.
format	article
author	María del Mar Liñán-García Maria Cinta Muñoz-Catalán Luis Carlos Contreras Víctor Javier Barrera-Castarnado
author_facet	María del Mar Liñán-García Maria Cinta Muñoz-Catalán Luis Carlos Contreras Víctor Javier Barrera-Castarnado
author_sort	María del Mar Liñán-García
title	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
title_short	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
title_full	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
title_fullStr	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
title_full_unstemmed	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
title_sort	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
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/539e4d3ae35b495b8b454fc8a46b3517
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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

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