Specialized knowledge of future kindergarten and early years teachers regarding students' learning disabilities about parallelism

Abstract

In this paper we analyze a set of kindergarten and primary prospective teachers productions from the implementation of a task simulating an inclusive environment involving blindness and focusing on the students learning difficulties on the topic of parallelism. Teachers knowledge is perceived here considering the Mathematics Teachers' Specialized Knowledge conceptualization. Results pinpoint prospective teachers’ knowledge includes knowing that the mereological operative apprehension ability is a potential resource for the learning of parallelism for both blind students and the seers and that identifying parallelism does not imply knowing how to represent it. Also, analysis allowed to elaborate a list of elements of the content of teachers’ knowledge on parallelism.

Keywords

• conhecimento especializado
• dificuldades de aprendizagem
• paralelismo. aluno cego