European Society for Research in Mathematics Education
Abstract
Drawing on a short analysis of a classroom episode, we reflect om the teacher's
actions and their relationship to his/her didactical knowledge, namely in its
dimensions of knowledge of mathematics and knowledge of instructional processes.
Focusing on these dimensions, we discuss the answers of some future and practicing
teachers to a written assignment based on that episode. Anchored in the notion of
didactical knowledge, we raise some issues regarding teacher education programs
and their adequacy to comply with current demands of mathematics teaching
