@proceedings {11016,
	title = {Analyzing the teacher{\textquoteright}s knowledge for teaching mathematics with technology},
	journal = {ICTMT},
	year = {2017},
	pages = {256-265},
	address = {Lyon, France},
	abstract = {<p>The teacher{\textquoteright}s knowledge has long been viewed as a strong influence on the students{\textquoteright} learning. Several authors have sought to develop procedures to assess this knowledge, but this has proved to be a complex task. In this paper I present an outline of a conceptualization to analyze the teacher{\textquoteright}s knowledge, based on the model of the Knowledge for Teaching Mathematics with Technology (KTMT) and a set of tasks. These tasks are chosen by the teacher taking into account the potential of the tasks to take advantage of the technology{\textquoteright}s potential. The analysis of the teacher{\textquoteright}s KTMT is based on the characteristics of the tasks chosen by the teacher; the balance established between the representations provided by the technology that the tasks advocate; the way how the tasks pay attention to the new issue of seeking for a suitable viewing window; and also the way how the tasks take into account the expectable difficulties of the students in the process of looking for the window.</p>
},
	url = {https://ictmt13.sciencesconf.org/data/pages/proceedings_compressed_1.pdf},
	author = {Rocha, H.}
}
