Didactic-mathematical knowledge of some teachers about prime numbers

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Published: Jul 1, 2022
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2022-07-01 (1)
DOI: https://doi.org/10.17163/alt.v17n2.2022.04
Keywords:
knowledge, didactics, onto-semiotic approach, educational indicator, prime number, mathematical object

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Cristian Fúneme
https://orcid.org/0000-0002-9158-427X
Luz López
Universidad Pedagógica y Tecnológica de Colombia
https://orcid.org/0000-0002-4867-4536

Abstract

The study of the teacher’s knowledge has become one of the most relevant lines of research nowadays, considering that it encompasses different factors that have a direct implication in the teaching andlearning processes. Considering the above, the objective was to establish the mathematics teacher’s knowledgeof prime numbers through the Didactic-Mathematical Knowledge Model (CDM). For this purpose, a casestudy was carried out in which five teachers who work in basic secondary education in different educationalinstitutions in Colombia were taken as the unit of analysis. For the design of instruments and the analysis ofthe information, the indicators of didactic-mathematical knowledge of the CDM were taken and three situations related to epistemic, cognitive, affective, interactional,mediational, and ecological elements of prime numbers were designed. From the analysis made by theteachers to the situations, concrete elements emerged that revealed the teachers’ knowledge regarding primenumbers and some factors that evidence their difficulty in handling the connection of this type of numbers with other objects of mathematics. In addition, it is concluded that teachers do not manage to give students a broad vision of the meaning of these numbers by not knowing cognitive and epistemic elements that make possibletheir management in the classroom.

Article Details

Issue
Vol. 17 No. 2 (2022): (July-December 2022): Teaching and learning mathematics: different approaches and educational levels
Section
Central Theme
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