The Mathematics of Mathematics Teacher Education: from Historically Dominant Conceptions to Current Alternative Possibilities
Abstract
ABSTRACT
We present a brief history of ideas that have framed the curricular structure of Mathematics Teacher Education Programs in Brazil since 1930, together with those that have impacted the theoretical conceptions developed on this subject over these eight-nine decades. As a relevant part of this history of ideas, we mention three specific concepts presented in studies published between 1975 and 1987: Recontextualization (Bernstein), Didactic Transposition (Chevallard), and Pedagogical Content Knowledge (Shulman). We consider those concepts fundamental as they inspired, directly or indirectly, a series of research that deepened the current understanding of the nature of mathematical knowledge required in the school teaching practice. Such an understanding, supported by empirical studies, eventually led to the construction of theoretical models for describing, each according to its perspective, the essential characteristics of the mathematical knowledge relevant to school teaching practice.
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