A theoretical framework for the Mathematics Teachers’ Specialized Knowledge – MTSK

Abstract

The professional knowledge of teachers appears more and more as a central point in research in the educational field. In this scenario, and starting from advances over previous models to classify teaching knowledge, such as Shulman's and the of group led by Débora Ball's one, a team of researchers under the leadership of José Carrillo developed a proposal for the typology of Mathematics Teachers' Specialized Knowledge, or simply MTSK. This model, increasingly widespread in research in the area of Mathematics Education, is structured in two large domains and six subdomains, composed of categories and indicators, which guide the discussion around what knowledge the Mathematics teacher needs. The work reviewed here, Un marco teórico para el conocimiento especializado del profesor de matemáticas, authored by Carrillo and his companions, published in 2014, establishes the theoretical bases, especially epistemological, that support the categorization of this theoretical-methodological model of research on specialized professional knowledge for teaching in Mathematics.