Resumo

CAYO MATURANA, Hugo Cesar  e  CONTRERAS GONZALEZ, Luis Carlos. Some key elements of the mathematics teacher’s specialised knowledge for the management of area-perimeter relationships. Educ. mat. [online]. 2020, vol.32, n.2, pp.39-68.  Epub 06-Nov-2021. ISSN 2448-8089.  https://doi.org/10.24844/em3202.02.

This study considers several key aspects of the mathematics teacher’s specialised knowledge which we believe can benefit the teacher’s management of learning in a primary class studying the relationship between area and perimeter. The study focuses on the practices of two new entrants to primary education working in the fifth year, and is based on data drawn from video recordings of their lessons with the corresponding transcriptions, along with follow-up interviews. Analysis was restricted specifically to those areas of knowledge considered relevant, and was carried out within the framework of the Mathematics Teacher’s Specialised Knowledge (MTSK) model. The results identify key elements of MTSK corresponding to the domain of Pedagogical Content Knowledge (PCK). These elements form part of the teachers’ specialised knowledge, and are given shape in different teaching strategies, examples and educational resources which enhance the primary students’ learning of the relationships between area and perimeter.

Palavras-chave : Specialised knowledge; relationship between area and perimeter; primary; obstacles; strategies.

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