Theory and practice in pre-service mathematics teacher education from a social perspective

Resumen

Contributing to the growing literature on the conceptualisation of mathematics teacher knowledge and mathematics teacher education, I put forward a model of how mathematics teaching can be, the activities that ought to be involved in it and their relationship with teacher knowledge. On the basis of this model I show that it is possible to support the design and development of pre-service teacher education programs on conceptual arguments that highlight a connection between mathematics education theory and teachers practice. Those programs should be designed from a social perspective emphasizing local curriculum design.