We take opportunities to mean classroom situations that occur as a result of the teacher’s management for which the researcher considers that an alternative management of such situations would be supported by relevant specialised knowledge for the teaching of the given content. We provide this analysis with a complementary perspective that leads us to broaden our focus of attention to other aspects of classroom management, thus identifying the specialised knowledge evoked in the researcher by the opportunities observed in the classroom. Deepening the specialised knowledge of mathematics teachers is necessary for teaching, and it is one of our concerns as researchers accordingly, in this study we analyze the knowledge that a teacher mobilizes when giving a first lesson on geometry to a class of fifth year of primary education at a Spanish school.
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