Future Teacher in the Mathematics Club: Contributions of Collaborative Study on Teacher Learning

Abstract

This article presents reflections arising from research on the initial training of future mathematics teachers, conducted as part of a training project based on the sharing of learning activities. The objective is to identify the meanings articulated by four future teachers as they collaboratively developed study activities, understood as potentially promoting learning for teaching. The research is grounded in the principles of Historical-Cultural Theory and Teaching-Oriented Activity, adopted as theoretical-analytical frameworks for interpreting the training processes. The data were collected over the course of thirteen training sessions and analyzed qualitatively through the selection of episodes, defined as axes of analysis that highlight significant shifts in the attribution of meanings and in the organization of teaching. The results indicate that the act of studying can promote learning for teaching when the meanings attributed by future teachers are linked to the acquisition of knowledge and the actions carried out, coming to be understood as a tool for the organization of teaching.