Teachers knowledge of infinity, and its role in classroom practice

Abstract

This paper considers infinity as an element of professional knowledge. We assume that teachers need a wider knowledge of the topic than that they possess as mathematics students. Using three models of professional knowledge, Mathematics Teacher’s Specialised Knowledge (MTSK), Mathematical Knowledge for Teaching (MKT), and Knowledge Quartet (KQ), we discuss how the notions being proposed in these models, and on which they are constructed, might contribute to studying teachers ’ knowledge of infinity.