La importancia de las relaciones en la práctica profesional docente. Un estudio de casos

Abstract

The professional mathematical knowledge that mathematics teachers use in their work is based on the relations between mathematics of training and mathematics to be taught in the classroom. Such relationships, arising at different times of formation, are often used by teachers to establish hierarchies among the mathematical concepts taught in the school. It is important then, to identify them in order to design and implement training devices that allow mathematics teachers, in training or in practice, to deepen and strengthen their professional knowledge. We present a method of identification and quantification of such hierarchies, based on the notions of centrality in social networks, to make explicit the relationships between the mathematical concepts that teachers have available to teach and compare them with the mathematics of their education.