Types of knowledge displayed by future Mathematics teachers when solving problems about trigonometric functions

Abstract

In this work, we analyzed the mathematical knowledge put into play by a group of future mathematics teachers when carrying out evaluative activities on trigonometric functions. We identified from the analysis of the answers given, a typology of general and specific mathematical knowledge. To establish this typology, we considered the epistemic facet, the primary elements, and the common knowledge of the ontosemiotic approach content to mathematical knowledge and instruction. The results indicate that the students display general knowledge of the type: Algorithmic, Representative, and Interpretative and specific knowledge associated with problem fields addressed in three types of questions.

Keywords:
Trigonometric Functions; Ontosemiotic Approach; Mathematical Knowledge