Cayo Maturana, Hugo CesarCodes Valcarce, MyriamContreras González, Luis Carlos2023-11-132023-11-132023-01-18Hugo Cayo, Myriam Codes & Luis C. Contreras (2023) A mathematics teacher’s specialized knowledge in the selection and deployment of examples for teaching sequences, International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2022.2158142, DOI: 10.1080/0020739X.2022.21581420020-739X1464-5211 (electrónico)https://hdl.handle.net/10272/22593This paper explores the specialized knowledge mobilized by a mathematics teacher in the selection and use of examples for teaching sequences. Taking an experimental case study approach, we analyse the examples deployed in a series of third-year secondary level lessons on sequences and identify the different knowledge subdomains activated according to the mathematics teachers’ specialized knowledge analytical model. We will analyse active and passive examples, pointing out the mathematical entity that is being exemplified and the aspect of this entity which is being emphasized by the example. The results identify the different subdomains and categories which are drawn on in the selection and use of examples, along with the various interconnections across knowledge subdomains which interact in the process.engAtribución-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nd/3.0/es/Mathematics teacher’s specialized knowledgeexemplificationsequencesjournal article10.1080/0020739X.2022.2158142open access58 Pedagogía