Design and Implementation of a teaching proposal of the Fundamental Theorem of Calculus to explore the conjunction of Mathematics Teacher´s Specialized Knowledge and Teaching for Robust Understanding
The aim of this research is to design and implement a teaching proposal of the Fundamental Theorem of Calculus at the high school level, to explore the conjunction of the categories of Mathematics Teacher’s Specialized Knowledge (MTSK) model and the dimensions of Teaching for Robust Understanding (T...
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| 出版年: | URI:https://journals.openedition.org/adsc, |
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| 主要な著者: | , |
| フォーマット: | Article ou chapitre numérique |
| 言語: | Anglais |
| 出版事項: |
Annales de Didactique et de Sciences Cognitives
2026
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| 主題: | |
| オンライン･アクセス: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| 要約: | The aim of this research is to design and implement a teaching proposal of the Fundamental Theorem of Calculus at the high school level, to explore the conjunction of the categories of Mathematics Teacher’s Specialized Knowledge (MTSK) model and the dimensions of Teaching for Robust Understanding (TRU). MTSK model and TRU have been used as a framework of reference. The research is a qualitative, exploratory study within an interpretive paradigm, employing the action research method. Subsequently, the data analysis is described through five stages. Finally the results give an approach of the conjunction of MTSK and TRU, we identified elements from the subdomains of the MTSK that can be related to some dimensions of the TRU. However, there are other elements from each model for which relation has not been clear, both in theory and in practice. |
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