NARRATIVES ON TRAINING TRAJECTORIES FOR TEACHING MATHEMATICS

Abstract

This research article presents an analysis of the experiences of four pre-service teachers in the Bachelor’s Degree in Primary Basic Education at the National Pedagogical University who developed their pedagogical practices by teaching mathematics during the pandemic. The main objective of this research was to understand the elements that shaped the training trajectories of this group of pre-service teachers from the biographical, educational, and historical perspectives. The case study was adopted as a methodology that allowed for the recognition of the events that shaped the interviewees’ experiences and helped identify their training trajectories. The main findings relate to training trajectories related to didactic training; training in practice; innovative practices and resistance to traditional practices; and the identity of the primary school teacher who teaches mathematics.