Resumo

SOSA GUERRERO, Leticia; FLORES-MEDRANO, Eric  e  CARRILLO YANEZ, José. Teachers' knowledge of mathematics teaching when they exemplify and help in linear algebra classes. Educ. mat. [online]. 2016, vol.28, n.2, pp.151-174.  Epub 08-Abr-2022. ISSN 2448-8089.  https://doi.org/10.24844/em2802.06.

This paper examines the kind of mathematical knowledge, which lies behind the use of examples and provision of support for students by two Baccalaureate (16-18) teachers in Spain. The methodological approach is that of a qualitative instrumental case study within an interpretative paradigm. Analysis is carried out through the Mathematics Teacher's Specialised Knowledge model, with particular focus on one of the sub-domains of pedagogical content knowledge, Knowledge of Mathematics Teaching. The detailed consideration of the types of examples used and their particular features sheds light on the teachers' awareness of the potential these have in the educational context. At the same time, the use of various scaffolding techniques on the part of the teachers points to knowledge about the variety of learner support available and how this focuses on specific aspects.

Palavras-chave : Mathematics teachers; exemplification in mathematics; mathematics learning support; pedagogical content knowledge; knowledge base for teaching.

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