ABSTRACT
This paper presents some issues to the debate on the initial education of Mathematics teachers, derived from a research that aimed at knowing, analyzing, interpreting and describing the thought, the knowledge and the practice that have been being mobilized, produced and developed by teacher educators who teach Special Didactics of Mathematics in teacher education courses of Mathematics. We intend to analyze and understand the nature of the knowledge that has prevailed in that subject, its importance and relation to the practice of teaching and learning Mathematics in school settings. We interviewed ten teacher educators in this subject. This article prioritizes the debate about their formative practice, their ideas about the importance of the Special Didactics and highlights, above all, the (in)difference among the didactic-pedagogical subjects, their place in the course curriculum, the conceptions and formative practice which prevail in the subject and in the course.
KEYWORDS:
special didactics; preservice teacher education; teacher education in mathematics