Prospective Mathematics Teacher Discipline Identity and the Modelling Category: The Value of the Learner’s Knowledge

Abstract

Initial teacher training provides the prospective mathematics teacher a cosmovision about teaching and mathematics knowledge. During this process, the modelling category contributes to rethink the mathematics teaching from an epistemological change. This change supposes to value the learner’s knowledge what is different from a change in the instruction about the mathematics object. As a consequence of this process, the prospective mathematics teacher builds the discipline identity changing the education action when he plans, delivers and evaluates the mathematics teaching. In order to show the epistemological change we make the school knowledge problematic that means; we question the knowledge nature that the prospective mathematics teacher adopts when he learns to teach mathematics. This situation demands to make some ethnographic immersions with low knowledge communities under a specific situation: accumulation and trending behavior. In this sense the analysis unit refers to the mathematics knowledge uses, the theoretical-methodological element that supplies the socio-epistemological program forgotten subject and transversality of knowledge.