Who is the mathematics teacher? Contrast between beliefs and researches in mathematics teacher's training

Abstract

The initial and continuous formation of mathematics teachers is an actual question in international researches in Didactics of Mathematics given the complexity of factors that intervene in the training processes. In Mexico, it also becomes diffuse because the training depends on various instances and there is not an accepted agreement on a framework to which they should adhere, despite the multiple proposals from researches in mathematics knowledge and knowledge for the mathematics teaching. In this way, mathematics teachers present different profiles that are included in various curricula of initial and continuing education. Under this reality and from the exhibition of the state of art, it opens the way to reflexive paths and oppositions between beliefs about teacher training and research. It is concluded that despite 30 years of research in the field of teacher training, there is still no influence in training plans and programs, and researchers in Didactics of Mathematics do not train teachers either. This makes difficult the identity and professional development in this area, and the scope for improving the teaching and learning of mathematics.