文档介绍：MATHEMATICS IN TEACHER EDUCATION VERSUS MATHEMATICS IN TEACHING PRACTICE: A REVEALING CONFRONTATION
Plinio C. Moreira Mathematics Department – UFMG, Brazil. ******@
Maria Manuela . David Faculty of Education – UFMG, Brazil. ******@
INTRODUCTION
The research literature on teacher education in Brazil, identifies a recurrent issue: the ways pre-service teacher education connects with (or disconnects from) teaching practice at school (Diniz-Pereira, 2000). Studies done elsewhere also analyze different means of connecting pre-service teacher education with school practice in different countries (Ball; Comiti, 1996). However, an issue that still awaits deeper development is the ways mathematical knowledge, as it is usually presented in teacher education university courses, fits into the practice of teaching mathematics in schools.
On one hand, mathematics in teacher education is usually considered an epistemological absolute, that is, a content determined by referents that are internal to the discipline. On the other hand, cognitive science development has been continuously contributing to a better understanding of the processes of learning and teaching mathematics (Tall, 1991; Vergnaud, 1990; Brousseau, 1997, among others), with potential implications for the constitution of schoolteachers’ professional ways of “knowing mathematics”. Studies also show tha