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.
MOBILIZING MATHEMATICAL KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE THROUGH INTERDISCIPLINARY EDUCATIONAL ACTIVITIES
Francesca Martignone;
2025-01-01
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.File in questo prodotto:
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