Abstract
Teachers' use of examples is indicative of pedagogical content knowledge (PCK), and the amalgamation of mathematical and pedagogical knowledge for teaching reflects the understanding of how mathematical content is taught and how students learn. In this work, we propose to describe the specialized knowledge mobilized and the possible relationships from the use of examples in the teaching of the quadratic equation. The research is an instrumental case study under an interpretive paradigm. Specialized knowledge is examined in light of the Mathematics Teachers' Specialized Knowledge model, focusing on the examples used by the teacher according to categories derived from the literature. The research findings, in relation to the examples used, allowed us to establish relationships between the different knowledge mobilized by the teacher. In particular, the evidence suggests that the teacher's PCK influences the type of examples used and the mathematical knowledge (MK) involved in teaching the quadratic equation.
Mathematics Teachers’ Specialized Knowledge; Quadratic equation; Use of examples; Case study