Levels of Complexity in Mathematics Teachers’ Knowledge Connections: An Approach Based on MTSK and Piaget’s Schemas
This paper presents a study whose aim was to formulate a conceptual framework that allows us to understand the degree of complexity of the connections between the knowledge that a mathematics teacher can possess, based on the model of the mathematics teacher’s specialized knowledge model and the Pia...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-05-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/6/641 |
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| author | Estela Juárez-Ruiz Eric Flores-Medrano Keylla Otero-Valega Lina Tascón-Cardona |
| author_facet | Estela Juárez-Ruiz Eric Flores-Medrano Keylla Otero-Valega Lina Tascón-Cardona |
| author_sort | Estela Juárez-Ruiz |
| collection | DOAJ |
| description | This paper presents a study whose aim was to formulate a conceptual framework that allows us to understand the degree of complexity of the connections between the knowledge that a mathematics teacher can possess, based on the model of the mathematics teacher’s specialized knowledge model and the Piaget’s schemas. To this end, a literature review was carried out to analyze how these connections are made in the minds of mathematics teachers and how complex they are, identifying a deficit. Therefore, the schema structure proposed by Piaget, with its three stages of intra-, inter-, and trans-development, was considered. Based on an instrumental case study with two prospective teachers, an analysis was performed on semi-structured interviews conducted while the teachers separately discussed a lesson plan based on the understanding of multiplication and division of natural numbers, aimed at third-grade students. The results show that three types of knowledge schemas emerged among the participating teachers, with the respective types of connections between the knowledge. This shows that the connections between the knowledge of the model in teachers’ minds can vary in complexity. |
| format | Article |
| id | doaj-art-86d90ce74fbb4d068e1583cbc10171fe |
| institution | Matheson Library |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-86d90ce74fbb4d068e1583cbc10171fe2025-06-25T13:44:21ZengMDPI AGEducation Sciences2227-71022025-05-0115664110.3390/educsci15060641Levels of Complexity in Mathematics Teachers’ Knowledge Connections: An Approach Based on MTSK and Piaget’s SchemasEstela Juárez-Ruiz0Eric Flores-Medrano1Keylla Otero-Valega2Lina Tascón-Cardona3Facultad de Ciencias Físico Matemáticas, Benemérita Universidad Autónoma de Puebla, Puebla 72000, MexicoFacultad de Educación, Universidad Complutense de Madrid, 28040 Madrid, SpainFacultad de Ciencias Físico Matemáticas, Benemérita Universidad Autónoma de Puebla, Puebla 72000, MexicoFacultad de Ciencias Físico Matemáticas, Benemérita Universidad Autónoma de Puebla, Puebla 72000, MexicoThis paper presents a study whose aim was to formulate a conceptual framework that allows us to understand the degree of complexity of the connections between the knowledge that a mathematics teacher can possess, based on the model of the mathematics teacher’s specialized knowledge model and the Piaget’s schemas. To this end, a literature review was carried out to analyze how these connections are made in the minds of mathematics teachers and how complex they are, identifying a deficit. Therefore, the schema structure proposed by Piaget, with its three stages of intra-, inter-, and trans-development, was considered. Based on an instrumental case study with two prospective teachers, an analysis was performed on semi-structured interviews conducted while the teachers separately discussed a lesson plan based on the understanding of multiplication and division of natural numbers, aimed at third-grade students. The results show that three types of knowledge schemas emerged among the participating teachers, with the respective types of connections between the knowledge. This shows that the connections between the knowledge of the model in teachers’ minds can vary in complexity.https://www.mdpi.com/2227-7102/15/6/641knowledge levelteacherMTSK model |
| spellingShingle | Estela Juárez-Ruiz Eric Flores-Medrano Keylla Otero-Valega Lina Tascón-Cardona Levels of Complexity in Mathematics Teachers’ Knowledge Connections: An Approach Based on MTSK and Piaget’s Schemas Education Sciences knowledge level teacher MTSK model |
| title | Levels of Complexity in Mathematics Teachers’ Knowledge Connections: An Approach Based on MTSK and Piaget’s Schemas |
| title_full | Levels of Complexity in Mathematics Teachers’ Knowledge Connections: An Approach Based on MTSK and Piaget’s Schemas |
| title_fullStr | Levels of Complexity in Mathematics Teachers’ Knowledge Connections: An Approach Based on MTSK and Piaget’s Schemas |
| title_full_unstemmed | Levels of Complexity in Mathematics Teachers’ Knowledge Connections: An Approach Based on MTSK and Piaget’s Schemas |
| title_short | Levels of Complexity in Mathematics Teachers’ Knowledge Connections: An Approach Based on MTSK and Piaget’s Schemas |
| title_sort | levels of complexity in mathematics teachers knowledge connections an approach based on mtsk and piaget s schemas |
| topic | knowledge level teacher MTSK model |
| url | https://www.mdpi.com/2227-7102/15/6/641 |
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