Theorizing teacher's knowledge on connections from the MTSK perspective
Résumé
This paper presents a theory of teacher knowledge on mathematical connections from the MTSK perspective. We identified structural elements and unifying ideas from previous descriptors of teachers' knowledge in division and measurement, establishing relationships between different elements of teachers' knowledge within each topic and between them. This analysis resulted in specialized knowledge packages that provide a detailed understanding of the structural elements and unifying ideas underlying teachers' knowledge about connections for each mathematical topic.
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