Conceptualizaing Tasks for Teacher Education Aimed at Developing the Specificities of Interpretative and Specialized Teachers’ knowledege
Abstract
Teachers’ Knowledge is considered specialized both in terms of mathematical and pedagogical knowledge. Thus, teacher education should focus in developing the content of those specificities which we assume, here in the scope of Interpretative Knowledge and Mathematics Teachers Specialized Knowledge – MTSK. Considering the central role of tasks for the learners learning, it requires the need for conceptualizing tasks specifically designed for teacher education focusing on developing teachers’ knowledge. Grounded on the specificities of teachers’ knowledge to teach mathematics, we present and discuss what is termed as Formative Task and its constituent elements – being one of them the tasks for teacher education – from a subtraction context. A reflection on the role of the researchers and educator for developing the specificities of such knowledge is also elaborated.
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