Conocimiento pedagógico que pone en práctica un profesor de Matemática al enseñar los conceptos básicos de función en Educación Secundaria

Abstract

This work characterizes the Pedagogical Knowledge of Content used by a Mathematics teacher in their teaching practice when teaching the basic concepts of function. It is based on the model of Mathematical Knowledge for Teaching (Hill, Ball and Schilling, 2008). It corresponds to a descriptive qualitative research based on the case study. In particular, the knowledge shown by the teacher was characterized by the use of strategies to address different learning styles, the adaptation of the tasks to the curricular guidelines and the cognitive level of the student and by the variety of learning paths used and their adaptation in solving tasks.