Objective:

This article aims at describing teaching and learning difficulties related to the mathematical concept of volume.

Methods:

The authoress rely on qualitative methods and procedures in analyzing dialogs recorded in the classrooms. These dialogs reflect the interaction among the participants (a teachers’ college professor, a school teacher, two teacher trainees, and primary students. The analysis of the described episodes follows Shulman theory of Mathematics Teachers’ Specialized Knowledge (MTSK),

Results:

The findings illustrate the teaching and learning difficulties in dealing with the concept of volume in school. According to the authoress this is due to resource scarcity and limitations in teachers’ education.

Conclusion:

The study proves the need of improving teachers’ education outcomes on the basis of the relation between the contents of natural sciences and those of pedagogical sciences as a way of overcoming difficulties in dealing with the notion of volume.

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