THEORETICAL REFLECTIONS ON PROFESSIONAL DIDACTICS FOR TRAINING TEACHERS WHO TEACH MATHEMATICS
DOI:
https://doi.org/10.20873/riecim.v3i1.17739Keywords:
Professional Didactics, Mathematics Education, Teacher training, Training of the Teacher who teaches Mathematics, Search, Professional developmentAbstract
This article deals with the French aspect of Professional Didactics (DP) and Teacher Training (FP), aiming to present theoretical reflections, from post-doctoral research, for the Training of Teachers who Teach Mathematics (ForPEM). At the end of the 1990s, Professional Didactics emerged in France with the aim of understanding professional development in light of the work environment and training. Studies on Teacher Training, the subject of broad reformulation debates, have a theoretical framework at national and international levels. Emphasis is placed on recognizing the Training of Teachers who Teach Mathematics as a fundamental element for Mathematics Education. To this end, a non-exhaustive bibliographic review was carried out to substantiate research possibilities for the area. It is considered relevant, as a contribution, to expand the discussion in order to encourage and stimulate research that can strengthen the area of Mathematics Education in a specific way in the Training of Teachers who Teach Mathematics.
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