The Challenge of the Initial Training of Mathematics Teachers: Knowledge, Practice, and Identity

Abstract

"In this research we pretend to answer the question: how is the initial training of mathematics teachers in the field of geometry? We argue that it is especially relevant to examine the content of mathematics teacher training in order to improve training processes. For this, we have analyzed training tasks and their management by the teacher educator about polygons, the construction of the definition and different classifications. The results show the variety of knowledge that is combined in this stage, including professional knowledge, professional practices and professional identity, providing evidence of theoretical advances in the field."