Teacher's Specialized Knowledge in Technology-Enhanced Geometry Classes

Abstract

 This study presents findings from a research project focused on identifying evidence of Mathematics Teacher's Specialized Knowledge (MTSK) within the context of geometry instruction. The lessons were framed as a Mathematical Working Space (MWS) integrated with technological resources. The theoretical underpinning of this work synthesizes the MWS framework, the MTSK model, the concept of instrumental orchestration, and the dynamics of collaborative professional practice. The primary objective was to engage in collaborative reflection with in-service teachers to determine the specific pedagogical management conditions that foster meaningful mathematical learning through technology. Ultimately, this research posits that systematic reflection must be a constitutive element in the critical analysis of teaching as a specialized professional practice.