Connections and teacher's mathematical knowledge: A proposal for an analysis model

Making connections is part of several models that analyze the knowledge of the teacher of mathematics from a practical perspective. In this paper we propose a definition and also an associate classification with the aim of analyze the relationship between making connections and teacher knowledge. This theoretical proposal arises from the continuous observation of mathematics classroom. Examples are taken from real episodes related to the introduction of integers. We characterize four typologies of connections and show how each category is associated with different features of teacher knowledge.