Subjectivity and experience. Training to teach mathematics

Abstract

The article examines the initial training experiences of two primary school teachers in teaching mathematics in Mexico, emphasizing how didactic theories and educational practices influence the development of their professional identities and skills. Through narrative interviews, aspects such as their relationship with mathematics, the deployment of pedagogical strategies, and the incorporation of theory and practice into instruction in teacher schools are studied in depth. Both teachers gave an account of their positive experiences with mathematics from an early age, that enabled their learning during teacher training. Problem-solving and challenging the established techniques were instrumental in their development, while strategies based on critical reflection and practical experiences (such as ludic activities and theoretical validation) stood out in their training. It is observed that although educational institutions built a basic theoretical framework —the theory of didactic situations— institutional limitations often hindered the full application of theoretical knowledge. Despite these constraints, both teachers managed to infuse this theory into their professional work, adapting and improving it with their own experiences. The conclusion is that a solid initial training, based on a balanced amalgamation of theory, practice, and critical reflection, is essential to foster an institutional ecology that allows for the effective development of future teachers. Moreover, it emphasizes the importance of further exploring the subjective experiences of trainers and trainees, specifically in regular and daily training contexts.