Abstract
This paper explores mathematics teachers' knowledge focused on teaching
proportionality while reflecting on interdisciplinary educational activities for primary
and middle school. Through the Mathematics Teacher Specialised Knowledge model, we analyze teachers' responses in interviews to identify aspects of their Mathematical Knowledge (MK) and Pedagogical Content Knowledge (PCK). Findings emphasize the value of real-world contexts in teaching and learning of proportionality and the interconnection between the sub-domains of MK and PCK.
| Original language | English |
|---|---|
| Pages | 195-202 |
| Number of pages | 8 |
| Publication status | Published - 2025 |
| Event | 48th Conference of the International Group for the Psychology of Mathematics Education (PME) - Santiago, Chile Duration: 1 Jan 2025 → … |
Conference
| Conference | 48th Conference of the International Group for the Psychology of Mathematics Education (PME) |
|---|---|
| City | Santiago, Chile |
| Period | 1/01/25 → … |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education
Fingerprint
Dive into the research topics of 'MOBILIZING MATHEMATICAL KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE THROUGH INTERDISCIPLINARY EDUCATIONAL ACTIVITIES'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver