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Horizon Content Knowledge: Shaping MKT for a Continuous Mathematical Education.

  • Autores: Sainza Fernánez, Lourdes Figueiras Ocaña Árbol académico
  • Localización: REDIMAT, ISSN-e 2014-3621, Vol. 3, Nº. 1, 2014, págs. 7-29
  • Idioma: inglés
  • Títulos paralelos:
    • Horizonte de Contenido de Conocimiento: Dando Forma al MKT para la Continuidad de la Educación Matemática.
  • Enlaces
  • Resumen
    • español

      El aprendizaje de las matemáticas es un proceso continuo en el que los estudiantes afrontan algunas transiciones abruptas. Este trabajo se centra en una de estas transiciones, la del paso de la educación primaria a la secundaria, desde la perspectiva del conocimiento matemático del profesorado. Nuestro objetivo es caracterizar cuál es el conocimiento que necesitan los maestros de matemáticas para hacer esta transición más fluida. El concepto de Conocimiento del Horizonte Matemático emerge como conceptualización teórica para analizar la transición desde la perspectiva del conocimiento matemático de los maestros y atender a la enseñanza de las matemáticas de una forma continua.

    • English

      Mathematics learning is a continuous process in which students face some abrupt episodes involving many changes of different natures. This work is focused on one of those episodes, transition from primary to secondary school, and targets teachers and their mathematical knowledge. By characterising the mathematical knowledge that teachers of mathematics need to smooth transition processes, we aim to highlight teachers� impact in the continuity of mathematics education. The concept of Mathematical Knowledge for Teaching (MKT) developed by Ball among others and, within this framework, the construct Horizon Content Knowledge (HCK) emerge as our theoretical response to the knowledge needed for teaching mathematics in a continuous way, particularly relevant during transition to secondary school. The enrichment of the idea of HCK and the characterisation of its expression in the teaching practice intends to develop a theoretical tool to approach transition from teachers� mathematical knowledge perspective.

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