The Transformation of Mathematical Knowledge in Preschool Teaching Practice According to the KQ and MKT Frameworks

Abstract

Transformation encompasses aspects of knowledge in action. It includes the forms and contexts in which it is developed during planning, teaching and the capacity itself to transform knowledge into teaching in a way that is accessible to learners. This article aims to show how the student teacher at the high school level, during teaching practice, transforms mathematical knowledge into teachable content for children from 4 to 6 years old, an activity that requires basic knowledge. To carry out this study, a single case study was proposed in which three student teachers from different geographical areas of Costa Rica were involved. As part of the results, the poor ability of the student teacher to transform content knowledge through a better explanation to the student body that favors significant learning was evident.