Specialised knowledge of an early childhood education teacher when teaching geometric solids
This work is part of a broader investigation that aims to understand the knowledge of an Early Childhood Education teacher when teaching geometric solids. To give theoretical support to the research shown here, we use the Mathematics Teacher's Specialised Knowledge model (MTSK), with which we o...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Zetetiké (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8661819 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661819 |
| Access Level: | acceso abierto |
| Palabra clave: | Conocimiento del profesor Cuerpos geométricos Educación infantil Estudio de caso Knowledge of the teacher Geometric solids Early childhood education Case study |
| Sumario: | This work is part of a broader investigation that aims to understand the knowledge of an Early Childhood Education teacher when teaching geometric solids. To give theoretical support to the research shown here, we use the Mathematics Teacher's Specialised Knowledge model (MTSK), with which we obtain indicators of specialised knowledge from the Early Childhood Education teacher. It is an instrumental case study, qualitative in nature, focused from an interpretive paradigm. The results show the complexity of the teacher's knowledge in the Early Childhood Education. We show evidence and indications of the specialised knowledge of our informant, highlighting the depth of the mathematical knowledge and pedagogical content knowledge he possesses, as well as the relationships between knowledge of different kinds. |
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