Introduction:

in the teaching of mathematics, the use of technological resources has become important in teaching practices. However, on some occasions the non-professionalization of teachers in the classroom prevents them from being able to use this type of tools effectively and in accordance with today's educational needs.

Objective:

characterize the specialized knowledge of the mathematics teacher who effectively teaches the modeling of the ellipse through technological mediations.

Materials and Methods:

the focus of this research is qualitative, with an instrument al case study design. The information was collected through 13 non-participant observation units, a field diary, a questionnaire and a semi-structured interview with a teacher with training and experience in teaching the ellipse using ICT.

Results:

Relationships were found between the teacher's specialized knowledge of the topics and the teaching of mathematics, which contribute to the teaching approach to ellipse modeling using the GeoGebra software. It was

Concluded

that it is essential that the teacher has both disciplinary, didactic-pedagogical knowledge and knowledge of the technological resource that he uses to teach a specific content of mathematics.

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