The mathematics teacher's specialized and interdisciplinary knowledge when implementing a STEAM-based activity on the logistic function

This paper identifies and characterizes the specialized and interdisciplinary knowledge of two mathematics teachers, with different academic profiles, when solving an activity with a STEAM approach on different topics in the area of calculus, such as the study of functions and applications of the derivative. For this purpose, the Mathematics Teacher's Specialized Knowledge model was used, which allowed us to analyze the knowledge of mathematics teachers when faced with activities based on real problems. We opted for a purely qualitative study of an interpretative and instrumental nature, using classroom observations, field notes, and semi-structured interviews as instruments for the collection of information. The research results show the potential of the model when it comes to deepening the understanding and specificity of mathematical content and its didactics. However, it would be convenient to reinforce some of its categories when the objective is to use mathematics to explain the behavior of an event in which other disciplines are involved, especially aspects of contextualization and the structure and teaching of mathematics. From the integrated and interdisciplinary point of view, the didactic knowledge of mathematical content is quite complex to detect in teaching practice, and that is why it is so necessary to operationalize it. Finally, the reflections obtained through this research show the importance of identifying both specialized and interdisciplinary knowledge of the mathematics teacher when dealing with class activities considered within the STEAM framework.