A CHARACTERIZATION OF KINDERGARTEN AND PRIMARY'S MATHEMATICS TEACHER'S SPECIALISED KNOWLEDGE ON MEASUREMENT TOPICS

The specialized dimensions of mathematical and pedagogical knowledge held by teachers are under scrutiny as we aim to depict the content of knowledge disclosed by participants engaged in a formative process with a specific focus on Measurement topics. Employing the framework of Mathematics Teacher's Specialized Knowledge (MTSK), this study delves into and expounds upon the knowledge unveiled by a cohort of educators as they tackle a Training Task embedded within a professional development course catered to Early Childhood Education teachers in Brazil. The outcomes of this investigation yield a more refined categorization of teacher knowledge, intimately linked to the topics (KoT), by meticulously examining the intricate facets of this knowledge, encompassing definitions, properties, and fundamental principles. Additionally, this research project presents a collection of knowledge descriptors that bring to the fore the nuances and specificities of this crucial aspect of teacher knowledge, particularly as it pertains to Measurement topics, thus facilitating a comprehensive mapping of the structural and foundational elements within this knowledge domain.