Mathematics teacher’s specialized knowledge and interpretative knowledge
weaving theoretical relations within the scope of isometric geometric transformation rotation
DOI:
https://doi.org/10.23925/1983-3156.2025v27i2p034-062Keywords:
Mathematics teacher’s specialised knowledge, Interpretative knowledge, Interpretative knowledge, Isometric geometric transformation rotationAbstract
To improve students' mathematical learning, it is necessary to do something different from what has been done, which implies a change in the focus of attention and prioritization on the specificities of the teacher's mathematical knowledge that underlies his/her practice. In this sense, two conceptualizations that support a specialized practice are assumed: the Mathematics Teacher’s Specialized Knowledge and the Interpretative Knowledge. Considering these two conceptualizations in an intertwined way, it’s possible to optimize assume as a starting point what students know and how they know it, listening to their mathematical thinking, to attribute meaning to the reasoning that supports their productions, in order to make more informed pedagogical decisions, enhancing students’ mathematical understanding. Since the teacher's knowledge directly impacts students' understanding, a discussion focused on the most problematic mathematical topics is essential, and the isometric geometric transformation rotation is one of such topics. Thus, we held a discussion aiming to intertwine these conceptualizations, using the context of rotation, with the perspective of deepening and refining the understanding of the content of the specificities of the knowledge of the mathematics teacher and we ended with some propositions for research and formation.
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