Authors: Leticia Sosa Guerrero, Eric Flores-Medrano, José Carrillo Yáñez
Abstract : This paper examines the kind of mathematical knowledge, which lies
behind the use of examples and provision of support for students by two Baccalaureate
(16-18) teachers in Spain. The methodological approach is that of a
qualitative instrumental case study within an interpretative paradigm. Analysis
is carried out through the Mathematics Teacher’s Specialised Knowledge model,
with particular focus on one of the sub-domains of pedagogical content knowledge,
Knowledge of Mathematics Teaching. The detailed consideration of the
types of examples used and their particular features sheds light on the teachers’
awareness of the potential these have in the educational context. At the same
time, the use of various scaffolding techniques on the part of the teachers points
to knowledge about the variety of learner support available and how this focuses
on specific aspects.
Key words: Mathematics teachers, exemplification in mathematics, mathematics
learning support, pedagogical content knowledge, knowledge base for
teaching.
