@article{10272/22590,
year = {2021},
url = {https://hdl.handle.net/10272/22590},
abstract = {Although the knowledge required by mathematics teacher educators is a relatively recent area of research, there has been significant progress in the field over the last few years. The classic distinction of a teacher’s knowledge into content knowledge and pedagogical content knowledge prompts us to reflect in this regard on what should constitute the content of primary teacher education programmes, and how the educator might mediate this content to make it accessible to their prospective teachers. This paper aims to contribute to this progress through a study into the work of Lucas, a teacher educator, during the course of a training session with prospective primary teachers. Critical observation of the video recording brought to the fore salient teaching situations on the topic of symmetry, which led us to explore the pedagogical content knowledge deployed in the session through a guided interview with the educator. Analysis of extracts from this interview enabled us to identify three main categories of this PCK: knowledge about how to teach programme content; knowledge about the characteristics of prospective primary teachers’ learning; and knowledge about the standards and norms of primary teacher education programmes},
organization = {This research was financed by the COIDESO research centre at the University of Huelva, the Ministry of Science, Innovation and Universities of the Government of Spain (project: RTI2018-096547-B-I00), and the research group DESYM (HUM-168).},
publisher = {MDPI},
title = {The Pedagogical Knowledge Deployed by a Primary Mathematics Teacher Educator in Teaching Symmetry},
doi = {10.3390/math9111241},
author = {Pascual Martín, María Isabel and Montes Navarro, Miguel Ángel and Contreras González, Luis Carlos},
}