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Teachers’ knowledge assumes a major role in practice and in the students learning and achievement. In particular, the construct of horizon knowledge or, what can be termed specialized advanced mathematical knowledge for teaching (in order to capture the overall perspectives we are dealing with within this proposal) has been the focus of attention from some researchers with different foci of attack (e.g., Carrillo, Climent, Contreras, & Muñoz-Catalán, 2013; Jakobsen, Thames, Ribeiro, & Delaney, 2012; Wasserman & Stockton, 2013; Zazkis & Mamolo, 2011). In that sense, and aiming to deepen our understanding of such a construct, the aim of this working group is to discuss and reflect upon, different theoretical perspectives, methodological approaches and analytic methods used when focusing on such specialized advanced mathematical knowledge for teaching. In particular, we consider the activities of analysing and conceptualizing situations where access and development of such teachers’ knowledge is of primary importance.

Reflecting Upon Different Perspectives on Specialized Advanced Mathematical Knowledge for Teaching