Learning for and in teaching: genesis and development to becoming a teacher who teaches how to teach mathematics

Abstract

This article presents the genesis and development of the path to becoming a teacher who teaches Mathematics. Therefore it identifies how objective conditions and cultural mediations were decisive for teacher education. Through narrative writing, it aims to retrieve historical landmarks and, at the same time, to shed light on the constitution of the teaching activity as an activity that constitutes the human, under the historical-cultural perspective. In this path, it identifies experiences, during the initial training, that were presented as the first bricks of the foundation of this edifice-arduous-craft of being a teacher. From the study activity, learning for teaching, to the work activity, learning in teaching. Two activities united by learning to teach. Thus, this article seeks to show the reader how the organization of teaching promotes teaching learning, which is why teaching, as a work activity, constitutes the teacher. From the perspective of teacher training as learning, the use of narrative writing is considered as a theoretical generalization of practice in which it is possible to understand fundamental criteria for the training of teachers who teach Mathematics.