¿Cómo tratar el ángulo en la escuela primaria? Conocimiento especializado y práctica docente

The teaching of angles improves when their definitions, uses, meanings, and the various ways they are represented in school mathematics are deeply reflected upon. The aim of this study is to identify and characterize aspects of specialized knowledge that a primary school teacher mobilizes when addressing the notion of angle. Using the Mathematics Teacher’s Specialized Knowledge analytical model and based on a theoretical review of the concept, five episodes from the teaching practice are analyzed. The findings show a predominance of the static notion of angle, without considering the angle as a representation of a turn, which may hinder students’ conceptual understanding.