Teacher Training and Historical Studies on Professional Knowledge: Mathematics to Teach and Mathematics for Teaching
Wagner Rodrigues Valente 1 2 *
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1 Departamento de Educação Universidade Federal de São Paulo, BRAZIL
2 Coordenador do GHEMAT - Grupo de Pesquisa de História da Educação Matemática, BRAZIL
* Corresponding Author

Abstract

This text aims to present new research perspectives on teacher training. In particular, it is dedicated to analyzing the training of teachers who teach mathematics from a historical perspective. To this end, it uses the concepts of mathematics to teach and mathematics for teaching, indicating research results, characterizing the professional knowledge of the teacher who teaches mathematics and explaining some elements that constitute this knowledge.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/pr/8281

PEDAGOGICAL RES, 2020 - Volume 5 Issue 3, Article No: em0070

Publication date: 18 May 2020

Article Views: 383

Article Downloads: 180

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