Refleksje na temat określania wiedzy przedmiotowej nauczycieli matematyki

Abstract

This article presents the author's re ections, comments and problems that arise in relation to the issue of de ning the subject matter knowledge a teacher should have in the context of Even's theoretical framework. They incline to start working on a considerable modi cation of this conception in order to explore its adaptability in other contexts. This paper also includes initial results of this modi cation.