In the context of de development of a semi-online course of in-service primary teacher Education, based on the theoretical model of mathematic teachers' specialized knowledge, MTSK, we explore the utility of the forum for the detection of the needing of knowledge of in-service teachers. We will show how the characteristics of asynchronous, semiotic and openness of the forum allow identifying MTSK subdomains, as well as locating elements to discuss about the limitations of the forum as a tool for research in teachers' knowledge.

One of the core ways allowing obtain an ampler and deeper understanding on the content of teachers' knowledge concerns analysing teachers' practices. Such practice can be perceived in a broader way, not limited to classroom practice. On the other side, discussing and reflecting on the same situation with different theoretical and methodological approaches seems to contribute also for obtaining a deeper understanding not only on such practice but also on the used approaches for such analysis. In this paper we present and discuss part of the work developed in the intermeeting of the group research teachers' knowledge and development of SEIEM concerning the potentialities of analyzing one episode using five different theoretical approaches.

This paper focuses on the mathematical knowledge a teacher needs to be able to teach. We give particular consideration to the principles underlying the subdomains making up the model, MTSK (presented in Carrillo, Climent, Contreras and Muñoz-Catalán (2012)), building on the category of Subject Matter Knowledge (Shulman, 1986). We define and analyse three subdomains: Knowledge of Topics (KOT), Knowledge of the Structure of Mathematics (KSM), and Knowledge about Mathematics (KAM). We discuss the defining features of these categories, contrasting them with the model of MKT developed by Ball et al (2008), and using examples from our own experience as researchers in the area.

We consider that the processes of interaction in a collaborative context of professional development have a significant influence on the degree of involvement of one of the participating teachers, and modulate the influence the context exerts on her professional development. We present an instrument for the analysis of interactions, which was developed in the course of this research and which aims to capture the dialogical nature of the discourse through three defining features distributed across six columns: the unit of information (utterance); the co-participants (the teacher and Interactant); and the contexts providing the sense of each contribution (Episodes, Action and Nature of the action). We also include a column for Content to complete the analysis with the epistemological input of each contribution to the discourse.

The involvement of a novice teacher in a collaborative research project has shown itself to be decisive to understand her professional development, with respect to the mathematics teaching. The analysis of interactions emerged as a key element to understand not just the what, but also the how of that development, because she constructs her interpretation of other's contributions through them. We have developed an instrument for the analysis of interactions which aims to capture three dialogical elements for each contribution: the unit of information, the co-participants, and the contexts providing its meaning. We added a Content column, in order to link the sociological aspect of each intervention to its epistemological contribution to the dialogue.

This article reports on a study into how collaborative contexts influence the professional development of an early-career primary teacher, Julia. We describe the process of change by which Julia manages to make her planning to teach mathematics more flexible so as to adapt to student difficulties, and we analyse the role that joint reflection plays in promoting this change. In order to understand the how of this influence, we carried out an analysis of the interactions within the group from Julia’s point of view, following a dialogical approach to discourse. We believe that it is in and through the interactions that Julia constructs her interpretation of the opinions, critiques and suggestions expressed. This interpretation conditions the extent of her involvement and moulds the influence of the context on her professional development. The presence of skilled collaborators proved decisive in promoting this development.

This paper proposes a model of professional development which highlights the teacher's cognitive processes, based on Sfard's stages of interiorisation, condensation and reification. The model is applied to the case study of a primary, teacher participating in a collaborative project for professional development. This adaptation of Sfard's stages proves to be of especial value when interpreting the process of the teacher's professional development from a cognitive perspective.

El objetivo de este estudio es conocer y comprender el desarrollo profesional de una maestra novel, respecto de la ensenanza de las matematicas, que esta inmersa en un Proyecto de Investigacion Colaborativa (PIC). Se trata de un estudio de caso, que recoge informacion en dos contextos de desarrollo (aula y PIC), mediante una gran variedad de metodos de investigacion y analisis. Proporcionamos una fundamentacion metodologica rigurosa, en particular, del estudio de caso y de la naturaleza de la teoria que puede obtenerse de el. Presentamos los resultados del desarrollo profesional de una maestra novel y discutimos, por un lado, si un maestro novel esta preparado para reflexionar sobre su practica de manera potente (que le lleve a introducir cambios) y, por otro lado, en que sentido la reflexion llevada a cabo en un contexto colaborativo influye en su desarrollo profesional y que aporta el grupo a su reflexion individual.