Mathematics teachers’ knowledge necessary for teaching vectors at high schools

DOI: 10.18173/2354-1075.2020-0067

Abstract

This paper aims at applying the concept of didactic transposition proposed in the theory of situations and some recent research outcomes regarding the knowledge model of mathematics teachers for teaching vectors in high schools. History, origin, meaning and roles of knowledge are systematically presented in order to help mathematics teachers acquire a wider knowledge, a deeper understanding, and a higher vision. This is one of the most essential conditions for effective teaching.