{"id":926,"date":"2016-08-03T17:31:51","date_gmt":"2016-08-03T17:31:51","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=926"},"modified":"2016-08-03T17:31:51","modified_gmt":"2016-08-03T17:31:51","slug":"teachers-knowledge-of-mathematics-teaching-when-they-exemplify-and-help-in-linear-algebra-classes","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/03\/teachers-knowledge-of-mathematics-teaching-when-they-exemplify-and-help-in-linear-algebra-classes\/","title":{"rendered":"Teachers\u2019 knowledge of mathematics teaching when they exemplify and help in linear algebra classes"},"content":{"rendered":"<p><strong>Authors:<\/strong> Leticia Sosa Guerrero, Eric Flores-Medrano, Jos\u00e9 Carrillo Y\u00e1\u00f1ez<\/p>\n<p><strong>Abstract :<\/strong> This paper examines the kind of mathematical knowledge, which lies<br \/>\nbehind the use of examples and provision of support for students by two Baccalaureate<br \/>\n(16-18) teachers in Spain. The methodological approach is that of a<br \/>\nqualitative instrumental case study within an interpretative paradigm. Analysis<br \/>\nis carried out through the Mathematics Teacher\u2019s Specialised Knowledge model,<br \/>\nwith particular focus on one of the sub-domains of pedagogical content knowledge,<br \/>\nKnowledge of Mathematics Teaching. The detailed consideration of the<br \/>\ntypes of examples used and their particular features sheds light on the teachers\u2019<br \/>\nawareness of the potential these have in the educational context. At the same<br \/>\ntime, the use of various scaffolding techniques on the part of the teachers points<br \/>\nto knowledge about the variety of learner support available and how this focuses<br \/>\non specific aspects.<\/p>\n<p><strong>Key words<\/strong>: Mathematics teachers, exemplification in mathematics, mathematics<br \/>\nlearning support, pedagogical content knowledge, knowledge base for<br \/>\nteaching.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol28-2-6.pdf\"><img loading=\"lazy\" class=\"alignright size-full wp-image-279\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"download\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: Leticia Sosa Guerrero, Eric Flores-Medrano, Jos\u00e9 Carrillo Y\u00e1\u00f1ez 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\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/03\/teachers-knowledge-of-mathematics-teaching-when-they-exemplify-and-help-in-linear-algebra-classes\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[2],"tags":[509,512,510,508,511],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/926"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=926"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/926\/revisions"}],"predecessor-version":[{"id":927,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/926\/revisions\/927"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=926"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=926"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=926"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}