Repensando la formación inicial de maestros de matemáticas: cinco consideraciones para contribuir al progreso social

Abstract

This paper presents five considerations to promote the rethinking of initial training of future mathematics teachers. The objective is twofold: on the one hand, to ensure that they acquire expert professional knowledge to help their students develop mathematics competence; and on the other, to provide them with the necessary tools to encourage their future students to become reflexive and critical citizens who participate actively in social progress. The considerations are based on five key areas: 1) rethink initial training based on mathematics education as opposed to mathematics teaching; 2) design training programmes focused on mathematics processes versus mathematics content; 3) include the first cycle of Early Childhood Education (0-3) rather than biasing training towards the second cycle (3-6); 4) consider education as inclusive rather than exclusive; and 5) connect mathematics education with education for sustainability. The conclusion drawn is that time is needed during initial training to be able to address these considerations in a general way, and so that the university continues to be a meaningful space of intermediation from the perspective of mathematics education. Empirical data shows that the time dedicated to this at present is scarce