The voice of teachers in a continuos education process in mathematics. Reflections on teaching

Abstract

This article describes and analyzes a proposal that integrated a training process in mathematics with elementary school teachers. The focus was on multiplicative mental calculus, using the conceptualization strategy that falls within the perspective considering that training processes should integrate and simultaneous address both the disciplinary and didactic dimensions of knowledge. The proposal is based on the principle of the teachers critical reflection on their own conceptions, recognizing them, making them explicit, and discussing them. The training proposal was organized with the aim of favoring, on one hand, the opportunity for teachers to expand or rework their mathematical knowledge and, on the other hand, to reflect on the didactic conditions that promote the appropriation of mathematical objects, in the classroom. The object of analysis is the very training process, placing it under consideration of the teachers; which means that the voices of the teachers are constitutive and give meaning to the training situation. It is considered important to provide teachers with experiences during their professional training that support the re-signification of their relationship with knowledge.