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We explore the knowledge developed by pre-service teachers when they carry out a series of training tasks oriented around the practice of defining with primary pupils, within the theoretical framework of the Mathematics Teachers\u2019 Specialised Knowledge model, and using videos of an authentic lesson as prompt. Data were collected by means of video recordings of the implementation of the training tasks, in conjunction with the pre-service teachers\u2019 own written observations as they watched the recorded lesson. A content analysis was carried out on the collected data using the Mathematics Teachers\u2019 Specialised Knowledge model. The results highlight the way in which knowledge of the mathematical practice of defining is constructed, along with the mathematical objects involved in this practice, and pedagogical aspects of defining with young pupils. They also illustrate how a sequence of tasks oriented around a model of teachers\u2019 knowledge can contribute to the development of this knowledge in initial training programmes, and more especially provide orientation about the training of pre-service teachers in the mathematical practice of defining.<\/jats:p>","DOI":"10.1007\/s11858-024-01605-8","type":"journal-article","created":{"date-parts":[[2024,6,28]],"date-time":"2024-06-28T10:02:16Z","timestamp":1719568936000},"page":"1123-1135","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["The MTSK model as a tool for designing tasks for teacher education"],"prefix":"10.1007","volume":"56","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0064-1452","authenticated-orcid":false,"given":"Nuria","family":"Climent","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0044-2365","authenticated-orcid":false,"given":"Luis Carlos","family":"Contreras","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3181-0797","authenticated-orcid":false,"given":"Miguel","family":"Montes","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3505-4431","authenticated-orcid":false,"given":"Miguel","family":"Ribeiro","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2024,6,28]]},"reference":[{"issue":"2","key":"1605_CR1","doi-asserted-by":"publisher","first-page":"179","DOI":"10.1007\/s10857-017-9385-z","volume":"22","author":"A Appova","year":"2019","unstructured":"Appova, A., & Taylor, C. E. (2019). Expert mathematics teacher educators\u2019 purposes and practices for providing prospective teachers with opportunities to develop pedagogical content knowledge in content courses. Journal of Mathematics Teacher Education, 22(2), 179\u2013204. https:\/\/doi.org\/10.1007\/s10857-017-9385-z.","journal-title":"Journal of Mathematics Teacher Education"},{"issue":"5","key":"1605_CR2","doi-asserted-by":"publisher","first-page":"389","DOI":"10.1177\/0022487108324554","volume":"59","author":"DL Ball","year":"2008","unstructured":"Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? 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