In this paper we offer illustrations of a mathematics teacher’s difficulties with content knowledge when trying to find connections between school mathematics and science. The paper is based on a sub-study that is part of a larger Colombian project, PROMESA (Creating Science and Mathematics Connected Learning Experiences that Open Opportunities for the Promotion of Algebraic Reasoning), which incorporated a Professional Learning Programme (PLP) seeking to integrate school science and mathematics teachers into working teams, in order to create science and mathematics connected learning experiences that considered the promotion of algebraic reasoning. The “challenging questions” which emerged for this teacher, during the workshops of the Induction Stage of the PLP, became the driving force for her continued engagement in learning mathematics content in a connected way, as opposed to the compartmentalised content-item thinking she had experienced as a school student. We provide illustrations of first steps in the development of a teacher’s mathematical understanding which can support growth of mathematical knowledge for teaching.
Agudelo-Valderrama, C., & Martínez, D. (2015). En busca de una manera conectada de saber: El caso de una profesora de Matemáticas. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13(3),
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