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.
| Lingua originale | Inglese |
|---|---|
| Pagine | 195-202 |
| Numero di pagine | 8 |
| Stato di pubblicazione | Pubblicato - 2025 |
| Evento | 48th Conference of the International Group for the Psychology of Mathematics Education (PME) - Santiago, Chile Durata: 1 gen 2025 → … |
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| ???event.eventtypes.event.conference??? | 48th Conference of the International Group for the Psychology of Mathematics Education (PME) |
|---|---|
| Città | Santiago, Chile |
| Periodo | 1/01/25 → … |
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