The notion of mathematical knowledge for teaching, developed by Deborah Ball and her colleagues, emerged from Shulman's works on pedagogical content knowledge. Mathematical knowledge for teaching refers to a kind of knowledge teachers need to develop their "tasks" in teaching mathematics. In this paper, we seek to point out relations between different meanings of equation, conceptualized based on the work of Alessandro Ribeiro, and their potentialities with respect to mathematical knowledge for teaching, in the case of the concept of equation. Research results were analyzed based on those meanings in the light of the theoretical model proposed by Ball. Similarities between the studies were observed, recognizing the potential that addressing different meanings of equation can provide for the construction of mathematical knowledge for teaching equations, particularly from the epistemology of the concept of equation.
Equation; Mathematical Knowledge for Teaching; Educational Algebra; Teacher Teaching; Theoritical Essay
