Abstract:
This article aims to investigate the changes occurred in the pedagogical activity of preservice Mathematics teachers as they understand the Mathematics content as one of the elements composing their activity. The research methodology used was of a formative experiment. The sample comprised ten preservice teachers. Among the recorded results, it is important to highlight the awareness that contents must be seen as a set of scientific knowledge about a given discipline, in our case, Mathematics. These contents are socially and historically constituted; they must be the product of human social and historical experiences, which are essential for individuals’ development during teachers' pedagogical activities.
Keywords:
Teacher training; Mathematics teaching; Contextualization of content; Pedagogical activities