# data[].attributes.headline
Political (conocimiento) Knowledge: Gutiérrez (2013, p. 11)

# data[].attributes.subject
Political (conocimiento) Knowledge: Gutiérrez (2013, p. 11)

# data[].attributes.body
“assumes clarity and a stance on
teaching that maintains solidarity with
and commitment to one’s students” (p. 11)

•Awareness of how oppression operates in
schooling, individually and systemically.

•Ability to deconstruct deficit discourses
regarding traditionally marginalized students.

•Ability to operate within the world of
high-stakes testing and standardization.

•Ability to build connections and
understanding between discipline and community. •Willingness to accept consequences and
move against the system in order to be an advocate for students.

# data[].attributes.body
1. Foundation

–Mathematics knowledge & Knowledge of teaching and learning mathematics

2. Transformation

–How is adult mathematics transformed to make accessible for children?

3. Connections

–How are ideas and concepts connected within a lesson and between lessons?

4. Contingency

–Knowledge-in-inter-action –deviation from agenda; responding to students’ ideas; use of opportunities; teacher insight during instruction.

# data[].attributes.headline
Mathematics-for-Teaching: 
Davis and Simmt (2006,
p. 296)

# data[].attributes.subject
Mathematics-for-Teaching: 
Davis and Simmt (2006,
p. 296)

# data[].attributes.headline
Mathematical Knowledge for
Teaching: 
Ball, Thames, and Phelps (2008, p. 403)

# data[].attributes.subject
Mathematical Knowledge for
Teaching: 
Ball, Thames, and Phelps (2008, p. 403)