DISCUSSING A TEACHER MKT AND ITS ROLE ON TEACHER PRACTICE WHEN EXPLORING DATA ANALYSIS

This article considers teacher knowledge in managing mathematically critical situations and the role of what can be termed a mathematical summary in the analysis of a teaching episode, viewed from the perspec-tive of Mathematical Knowledge for Teaching (MKT). The analysis is based on an episode of content review, from a perspective which aims to understand the teacher’s logic rather than merely identify gaps in their knowledge. We discuss the importance of approaching mathematically critical situations in order to contribute to eradicating mathematical in-numeracy (statistics) and to promote a kind of practice which is “math-ematically demanding ” as well as “pedagogically exciting”