Subdomains of Mathematical Knowledge for Teaching mobilized through the writing of teachers

Abstract

The objective of this research is to identify subdomains of Mathematical Knowledge for Teaching mobilized through the writing practice carried out by teachers in a discipline of a professional master's course in Mathematics Teaching. The discipline had the participation of ten teachers who work in Basic Education. The writing practices analyzed took place in two discussion forums held in a virtual learning environment and in a self-evaluation activity carried out by a participating teacher. Based on the theoretical framework of Mathematical Knowledge for Teaching (MKT), proposed by Deborah Ball and collaborators, it was possible to identify that all MKT subdomains were mobilized during the discussions in the forums and, in the case of self-evaluation, some subdomains were more evident, such as Horizon Content Knowledge. It is concluded that asynchronous activities, especially the forum, allow participants, in addition to practicing writing, to organize their thoughts before writing, seek theoretical references to support their statements and consult their Basic Education students to enrich the discussions. Finally, it is suggested that teachers' writings, when intentionally organized taking into account the identified subdomains, can be used in processes of initial or continuing education of teachers who teach Mathematics.