The importance of conceptions about teacher training and practice by teachers who teach mathematics

Abstract

The general objective of the present work is to contribute to the understanding of the conceptions about training and teaching practice by teachers who teach Mathematics (Mathematics and Pedagogy graduates) as a subsidy for discussions in the field of Mathematics Education. To this end, the following specific objectives are listed: (i) the understanding of conception and belief (ii) what research on the conception of teachers who teach Mathematics reveals and (iii) how the understanding of the conception of teachers who teach Mathematics about their training and teaching practice can offer subsidies for future discussions for the research field. From a qualitative approach and through Content Analysis, it is sought to achieve the intended objectives. Based on the theoretical framework, the result is the relevance of understanding how teachers who teach mathematics think and what they believe, and the possibility of proposing reflections related to what is taught, how it is taught and to whom it is taught. Knowing their conceptions allows us to understand how they interfere in the teaching and learning of students, as well as to work with teachers to (re)think about their practice. Therefore, the study of conceptions becomes essential to all those who, directly or indirectly, are involved in the process of teaching and learning mathematics. In this context, to examine the conceptions of teachers is to seek their understandings in this relationship of mathematics teaching and learning in order to propose actions that ensure a more efficient practice from the point of view of knowledge and know-how related to mathematics and its teaching.