For a Possible Configuration of the Professional Knowledge of the Mathematics Teacher Educator: a Comparative Analysis

Abstract This paper reviews and gathers some of the most relevant contributions regarding the problem raised by the conceptualization of the nature and organization of the mathematics teacher educator’s professional knowledge, a great challenge for the research community in mathematics education. Through a search in the Web of Science database and after a first selection of scientific research, we expose the theoretical foundations of three different models of MTE’s knowledge: the extended triad, the MKTT, and the model of Escudero-Ávila, Montes y Contreras (2021), to subsequently, carry out a comparative analysis. The conclusions point towards a meta-knowledge of a complex nature which allows articulating three nested levels – mathematical task, students, and teacher – as well as its specificity, with subdomains which are specific and exclusive to the MTE, although we observe a notable emphasis and interest on the mathematical content knowledge and pedagogical content knowledge.摘要 本文梳理并整合了与数学教师教育者（Mathematics Teacher Educator，MTE）专业知识的本质与组织的概念化问题相关的核心研究成果，该问题是数学教育研究共同体所面临的一项重大挑战。本研究通过Web of Science数据库开展文献检索，并经初步筛选科学研究成果，阐明了三类不同的MTE专业知识模型的理论基础：扩展三元模型（extended triad）、MKTT模型以及Escudero-Ávila、Montes与Contreras（2021）提出的模型，随后开展了比较分析。研究结论表明，此类知识本质上属于具有复杂属性的元知识，可协调嵌套的三个层级——数学任务、学生与教师，同时具备专属MTE的特定子领域；尽管研究观察到现有成果对数学内容知识与教学内容知识存在显著的侧重与研究兴趣。