Abstract
This paper reviews and gathers some of the most relevant contributions regarding the problem raised by the conceptualization of the nature and organization of the mathematics teacher educator’s professional knowledge, a great challenge for the research community in mathematics education. Through a search in the Web of Science database and after a first selection of scientific research, we expose the theoretical foundations of three different models of MTE’s knowledge: the extended triad, the MKTT, and the model of Escudero-Ávila, Montes y Contreras (2021)ESCUDERO-ÁVILA, D. I.; MONTES, M.; CONTRERAS, L. C. What Do Mathematics Teacher Educators Need to Know? Reflections Emerging from the Content of Mathematics Teacher Education. In: GOOS, M.; BESWICK, K. (eds.) The Learning and Development of Mathematics Teacher Educators: International Perspectives and Challenges. Cham: Springer, 2021. p. 23-40., to subsequently, carry out a comparative analysis. The conclusions point towards a meta-knowledge of a complex nature which allows articulating three nested levels – mathematical task, students, and teacher – as well as its specificity, with subdomains which are specific and exclusive to the MTE, although we observe a notable emphasis and interest on the mathematical content knowledge and pedagogical content knowledge.
Keywords:
Teacher Education; Teacher Educator; Professional Knowledge; Mathematics Education; Mathematics Teacher
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Fuente: (
Fuente: (