During the last three decades, scholars have proposed several conceptual structures to
represent teacher knowledge. A common denominator in this work is the assumption that …

This article explores the potential for aspects of abstract algebra to be influential for the
teaching of school algebra (and early algebra). Using national standards for analysis, four …

Most prospective secondary mathematics teachers complete a course in real analysis, yet
view the content as unrelated to their future teaching. We leveraged a theoretically motivated …

The vision of school mathematics that orients the larger part of studies on teachers and
teaching at Congress of European Research in Mathematics Education (CERME) is to some …

Los medios de comunicación han alertado recientemente a la opinión pública acerca de
una realidad que la investigación en educación matemática llevaba evidenciando las dos …

Horizon content knowledge, one component of Ball et al.'s mathematical knowledge for
teaching framework (eg, Ball, Thames, & Phelps, 2008), has yet to reach adequate clarity …

There is a growing body of evidence suggesting that secondary mathematics teachers may
not be drawing significant benefit from the tertiary mathematics courses they take in …

Considera-se o conhecimento do professor como sendo especializado, no que concerne
tanto ao conhecimento do conteúdo como ao conhecimento pedagógico do conteúdo …

Várias são as pesquisas, sobretudo realizadas no exterior, que evidenciam a importância
do trabalho com o Pensamento Algébrico nos Anos Iniciais do Ensino Fundamental, porém …

In this article, we present and discuss an example of how teachers' discussions of
mathematical knowledge for teaching (MKT) items elicited their beliefs about the knowledge …