Abstract

Mathematical knowledge for teaching is one of the most relevant factors in student learning. However, the initial training of special education teachers is often neglected. This paper explores the ideas held by teacher educators regarding the scope of mathematical knowledge in the initial training of special education teachers. To achieve this, a concept-driven analysis was carried out, using the categories of the Mathematics Teacher's Specialised Knowledge (MTSK) model, to data collected through semi-structured interviews with 15 teacher educators. The results emphasise phenomenology, problem-solving, and teaching and learning difficulties. We conclude with a call for attention to educators, both specialists in mathematics education and special education, to generate spaces for mutual comprehension that allow the improvement of the initial education of special education teachers.