The shared education of the future teacher who will teach mathematics: counterpoints to BNC-Education

Abstract

This text focuses on the analysis of a partnership established between the teacher of the Pedagogy course and her advisee, a teacher in the early years of primary school, which enabled a shared education for the teaching practices of mathematics. Its objective is to point out indications of how this partnership enabled future teachers to learn. The analysis, centered on the narratives produced by undergraduates at the end of the course, was based on three thematic units that emerged from the texts: developing a taste for mathematics; the importance of teacher knowledge for teaching mathematics; a new look at the teaching of mathematics in public school. The results point to indications of how future teachers appropriated some principles that guided the teacher educators and built awareness that education is not limited to graduation and requires a repertoire of knowledge for teaching practice in order to make mathematics accessible and enjoyable to all students.