El Papel del MTSK como modelo de conocimiento del profesor en las interrelaciones entre los espacios de trabajo matemático

Abstract

The teacher plays a crucial role in articulating Mathematical Working Spaces. The model of teacher knowledge, which is presented here (referred Mathematics Teacher's Specialized Knowledge), proposes a structuring of such knowledge based on the concept of 'specialization'. This organization, particularly considering its components (sub-domains), provides insight into the knowledge that the teacher brings into play in the transition between different (appropriate, personal, and reference) Mathematical Working Spaces, and the relationships between them.