Virginia Ciccioli
Natalia Sgreccia
Abstract: This paper aims to characterize the training that is offered to Mathematics’
future teachers on the grounds of the mathematical knowledge for
teaching(MKT) elemental analytical geometry. It is analyzed in terms of the
curricular contribution of the subject Geometry I, in a career of mathematics’
teachers’ training in Argentina. It seeks to identify in detail theMKT domains
through the actions of the teacher and the contents of the first classes of analytic
geometry. The research, which is carried out through a case study, has got a
qualitative focus and a mainly descriptive purpose. The results reveal that all the
domains of the MKT were activated in the observed classes. The diversity and
specificity of such activations can serve as a methodological guide for studies
that are based on the theoretical model of reference, in the line of teachers’
training in analytical geometry.
Key words: teachers’ training — mathematical knowledge for teaching — analytical
geometry.
DOI: 10.24844/EM2901.06
