Conocimiento matemático para la enseñanza en bachilleratoun estudio de dos casos

Abstract

The doctoral dissertation project comes from both social and theoretical issues. The former one refers to the notorious absence of an institution that has the purpose of directing the initial and continuous consistency of the upper secondary (high school) teachers formation. Due to the inconsistency and lack of training proposals, we must add the theoretical issue. This refers to the absence of a theoretical model which describes specifically the Mathematical knowledge for teaching (MKT) in upper secondary. The doctoral thesis provides a specific refinement of the MKT model in upper secondary together with a series of descriptors or indicators in order to identify and understand the different subdomains of the MKT which act as a base of dimensions to help analyze other high school teachers as well as take into account the initial and continuous training of them.