Observing the teachers’ education classroom: developing Mathematical Knowledge for Teaching in two cases of primary teachers’ education

Abstract

This paper describes the experience of using specific texts for the education of primary teachers, in the knowledge supposed as necessary for teaching mathematics. The main results of this two case study will be presented, obtained from direct lessons observation, and from reflections of the teachers’ educator about the very practice of preparing teachers for math teaching. In particular, we’ll describe the observed practices of the future teachers’ educators, and the reflections about their own practice, highlighting an event where the teacher educator learns from his practice during the lesson. In other hand, different ways of reflection and justifications for the teaching practices were observed, apparently related to the type of mathematical knowledge promoted.