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Analogies, often used to make an idea understandable by drawing on prior knowledge or experience, have been considered a component of pedagogical content knowledge since the earliest conceptualizations of teacher knowledge. This article addresses the specialized knowledge of the mathematics teacher in the use of the function analogy as a machine, based on classroom observations of two Chilean secondary school teachers and a subsequent interview. The findings of the study regarding the specialized knowledge of the teacher about the function in the use of analogy allow to establish relationships between the different knowledge manifested by the teachers in the teaching-learning process of the functions and to advance in the understanding of their knowledge.
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