Proportional reasoning: Pre-service primary school teachers' specialized content knowledge for teaching

This study focuses on examining pre-service primary school teachers' mathematical content knowledge related to proportional reasoning. Results show pre-service teachers' difficulties in identifying non-proportional situations, in the development of the up and down reasoning and in the use of the meaning of operator. These results provide information about characteristics of pre-service teachers' specialized content knowledge related to the proportional reasoning that could influence on the development of different areas of the teaching competence.