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Mathematics teachers’ specialized knowledge mobilized through problem transformation

Artigo2024

Miguel Montes ORCID; Judit Chico ORCID; Juan Pedro Martín-Díaz ORCID; E. Badillo

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Resumo

In this study we address two issues related to problem-posing tasks in teacher education: (i) the characterization of the specialized knowledge mobilized by prospective teachers when carrying out these tasks and (ii) the identification of the prospective teachers’ pedagogical intentions in making adaptations to textbook problems. We asked prospective teachers to outline their suggestions for transforming a multiplicative problem so as to “promote the understanding” of their potential pupils. We then carried out a content analysis of their responses using the Mathematics Teachers’ Specialized Knowledge model of teachers’ specialized knowledge and identified their pedagogical intentions by means of the constant comparison method. The results show that prospective primary teachers mobilized both mathematical and pedagogical content knowledge in their responses to the problem reformulation task. Further, four distinct pedagogical intentions emerged that drew on different interpretations of the task prompt, and this influenced the type of transformation the prospective primary teachers suggested and the knowledge they mobilized in their answers.

Dados da obra

Tipo
Artigo
Periódico
The Journal of Mathematical Behavior, v. 73, p. 101132
Editora
Elsevier BV
Ano
2024 (2024-01-25)
Idioma
en
Palavras-chave
problem transformation; problem posing; pre-service teachers; educational intentions; mathematics content knowledge; pedagogical content knowledge; multiplicative problems; primary teacher education
Temas
Formação de Professores de Matemática
DOI
10.1016/j.jmathb.2024.101132
ISSN
0732-3123, 1873-8028
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MONTES, Miguel et al.. Mathematics teachers’ specialized knowledge mobilized through problem transformation. The Journal of Mathematical Behavior, v. 73, p. 101132, 2024. DOI: https://doi.org/10.1016/j.jmathb.2024.101132.

APA

Montes, M., Chico, J., Martín-Díaz, J. P., & Badillo, E. (2024). Mathematics teachers’ specialized knowledge mobilized through problem transformation. The Journal of Mathematical Behavior, 73, 101132. https://doi.org/10.1016/j.jmathb.2024.101132

BibTeX
@article{montes2024,
  author = {Montes, Miguel and Chico, Judit and Martín-Díaz, Juan Pedro and Badillo, E.},
  title = {Mathematics teachers’ specialized knowledge mobilized through problem transformation},
  year = {2024},
  journal = {The Journal of Mathematical Behavior},
  volume = {73},
  pages = {101132},
  publisher = {Elsevier BV},
  doi = {10.1016/j.jmathb.2024.101132},
  language = {en}
}
RIS
TY  - JOUR
AU  - Montes, Miguel
AU  - Chico, Judit
AU  - Martín-Díaz, Juan Pedro
AU  - Badillo, E.
TI  - Mathematics teachers’ specialized knowledge mobilized through problem transformation
PY  - 2024
JO  - The Journal of Mathematical Behavior
VL  - 73
SP  - 101132
DO  - 10.1016/j.jmathb.2024.101132
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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