https://orcid.org/0000-0002-9549-8088
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Abstract
This paper explores the specialized knowledge mobilized by a mathematics teacher in the selection and use of examples for teaching sequences. Taking an experimental case study approach, we analyse the examples deployed in a series of third-year secondary level lessons on sequences and identify the different knowledge subdomains activated according to the mathematics teachers’ specialized knowledge analytical model. We will analyse active and passive examples, pointing out the mathematical entity that is being exemplified and the aspect of this entity which is being emphasized by the example. The results identify the different subdomains and categories which are drawn on in the selection and use of examples, along with the various interconnections across knowledge subdomains which interact in the process.
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Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1 The notion of example spaces, mainly associated with the examples that learners work with and produce (Michener, Citation1978; Watson & Mason, Citation2005; Zazkis & Leikin, Citation2007), corresponds to the set of examples of which an individual is aware, and the interconnections between them. These constitute a structured network available to the individual at any particular time for a specific concept or procedure (Liñan et al., Citation2016).
2 The question itself was posed in a general sense, given that the teacher referred back to previous areas of study in several of the examples they used. The aim was to determine whether there was any specific reason for this, and if so, which MTSK subdomains were involved in the choice of example.