<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892022000300301</article-id>
<article-id pub-id-type="doi">10.24844/em3403.11</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[What aspects can characterize the specialised knowledge of a mathematics teacher educator?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Qué aspectos caracterizan el conocimiento especializado del formador de profesorado de matemáticas?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martignone]]></surname>
<given-names><![CDATA[Francesca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferretti]]></surname>
<given-names><![CDATA[Federica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Muñiz]]></surname>
<given-names><![CDATA[Luis J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Università degli Studi del Piemonte Orientale &#8220;Amadeo Avogadro&#8221; Dept. of Science and Technological Innovation ]]></institution>
<addr-line><![CDATA[Alessandria Piemonte]]></addr-line>
<country>Italy</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Università degli Studi di Ferrara Dept. of Mathematics ]]></institution>
<addr-line><![CDATA[Ferrara Emilia-Romagna]]></addr-line>
<country>Italy</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Oviedo Dept. of Statistics &amp; O.R., and Mathematics Education ]]></institution>
<addr-line><![CDATA[Oviedo Asturias]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>34</volume>
<numero>3</numero>
<fpage>301</fpage>
<lpage>328</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000300301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000300301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000300301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper presents an exploratory qualitative study which was carried out by means of questionnaires for identifying some knowledge claimed by Mathematics Teacher Educators (MTEs) as important to be, or to become, a &#8220;good teacher educator&#8221;. The study focused the analysis on some teacher edu-cators&#8217; answers about MTE&#8217;s specialised knowledge. Mathematics Teachers&#8217; Specialised Knowledge model (the so-called MTSK model) helped us to identi-fy specific dimensions and domains of teacher educators&#8217; specialised knowledge, identified in some mathematics teacher educators&#8217; answers. From this informa-tion, by analysing similarities and differences and prevalent ideas, we raise hypotheses about some features that teacher educators believe as a part of MTE&#8217;s specialised knowledge. Finally, we propose an adaptation of the MTSK model that can describe the teacher educator&#8217;s specialised knowledge (Mathematics Teacher Educators&#8217; Specialised Knowledge model - MTESK model) by capturing and including in the model the main issues obtained in the study.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta un estudio cualitativo exploratorio que se llevó a cabo mediante cuestionarios para identificar algunos conocimientos señalados como importantes para ser o llegar a ser un &#8220;buen formador de docentes&#8221; por los formadores de docentes de matemáticas (MTE, acrónimo en inglés). El estudio centró el análisis en las respuestas de algunos formadores de profesorado sobre el conocimiento especializado del MTE. El modelo de conocimiento especializado del profesorado de matemáticas (el llamado modelo MTSK) ayudó a identificar dimensiones y dominios específicos del conocimiento especializado de los formadores de profesorado, identificado a partir de las respuestas de los formadores de docentes de matemáticas. A partir de esta información, al analizar similitudes y diferencias e ideas prevalentes, planteamos hipótesis sobre algunas características que los formadores de docentes creen que son parte del conocimiento especializado del MTE. Finalmente, proponemos una adaptación del modelo MTSK que puede describir el conocimiento especializado del formador de profesores (modelo de Conocimiento Especializado de los Formadores de Profesores de Matemáticas - modelo MTESK) capturando e incluyendo en el modelo los principales aspectos obtenidos en el estudio.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[MTSK model]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teacher Educator]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teacher]]></kwd>
<kwd lng="en"><![CDATA[Specialised Knowledge]]></kwd>
<kwd lng="es"><![CDATA[modelo MTSK]]></kwd>
<kwd lng="es"><![CDATA[formador de profesorado de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[profesorado de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[conocimiento especializado]]></kwd>
</kwd-group>
</article-meta>
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