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Mathematical Specialized Knowledge of a Mathematics Teacher Educator for Teaching Divisibility

Name: Mathematical Specialized Knowledge of a Mathematics Teacher Educator for Teaching Divisibility
Keywords: euclidean algorithm, profesor, Teoría de números, enseñanza secundaria, mathematics teacher educator, Algoritmo de Euclides, Theory and practice of education, matemáticas, Euclidean Algorithm, formación de profesores

descriptionPublicationkeyboard_double_arrow_right Article , Other literature type 18 Jul 2021 Spain Publisher:Editorial de la Universidad de GranadaJournal:PNA. Revista de Investigación en Didáctica de la Matemática, volume 15, pages 187-210 (eissn: 1887-3987,

Authors: Marieli Vanessa Rediske de Almeida; Miguel Ribeiro; Dario Fiorentini;

doi: 10.30827/pna.v15i3.15778

handle: 11162/215223 , 10481/69932

Mathematical Specialized Knowledge of a Mathematics Teacher Educator for Teaching Divisibility

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Abstract

The knowledge of Mathematics teachers has been a very prominent focus of attention in the last decades. However, it leaves aside one of the dimensions involved in the development of this type of knowledge, specifically the knowledge of Mathematics teacher educators. In this paper, we discuss a mathematics teacher educator’s knowledge in the context of classes on Euclid’s division algorithm theorem in a Number Theory course for prospective secondary teachers. Some indicators of this specialized knowledge of mathematics teacher educators are presented and discussed.

Country

Spain

Related Organizations

University of Granada
Spain
State University of Campinas
Brazil

Keywords

euclidean algorithm, profesor, Teoría de números, enseñanza secundaria, mathematics teacher educator, Algoritmo de Euclides, Theory and practice of education, matemáticas, Euclidean Algorithm, formación de profesores, Mathematics Teachers’ Specialized Knowledge, number theory, Conocimiento, Conocimiento especializado del profesor de matemáticas, Number Theory, Formador de profesores de matemática, QA1-939, 05. Profesor, mathematics teachers’ specialized knowledge, Mathematics teacher education, LB5-3640, Mathematics, Estudio de casos, conocimiento

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	citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).	3
	popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.	Average
	influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).	Average
	impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.	Average

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