Pedagogical content knowledge: Theoretical and methodological bases for its characterization as an element of a mathematics teacher's specialised knowledge

Abstract

The growing interest in addressing research regarding the specific knowledge that the mathematics teacher has and uses and the elements that make it up have resulted in an increase of the creation of analytical models which aim to organize, define, and analyze this knowledge to interpret, characterize and even reproduce them. One of the elements that appear repeatedly and that is considered essential by these models is the teacher's Pedagogical Content Knowledge. However, the characterization of this knowledge depends largely on the foundations on which the knowledge model is built, which usually lie in the shadow of the model itself and of the definitions of its components. In this sense, our objective is to make explicit the theoretical and methodological bases under which a characterization of the Pedagogical Content Knowledge is built in light of the mathematics teacher's specialized knowledge model.