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Revista latinoamericana de investigación en matemática educativa

versão On-line ISSN 2007-6819versão impressa ISSN 1665-2436

Resumo

ESPINOZA-VASQUEZ, Gonzalo; ZAKARYAN, Diana  e  CARRILLO YANEZ, José. The mathematics teacher’s specialized knowledge in the use of analogy on teaching the function concept. Relime [online]. 2018, vol.21, n.3, pp.301-324.  Epub 14-Maio-2021. ISSN 2007-6819.  https://doi.org/10.12802/relime.18.2133.

Analogies, often used to make an idea understandable using previous knowledge or experience, have been considered as a component of pedagogical content knowledge since earliest conceptualizations of teacher’s knowledge. This paper addressed the mathematics teacher’s specialized knowledge in the use of the analogy of function as a machine, based on lessons observation of two Chilean high school teachers and a subsequent interview. Study’s findings regarding the teacher’s knowledge about the function in the use of analogy allow establishing relations between different knowledge manifested by teachers in the functions’ teaching-learning process, advancing in the understanding of their knowledge.

Palavras-chave : Mathematics teacher’s specialized knowledge; Function concept; Analogy; High school teacher.

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