This article aims to discuss the culture of mathematics classroom present in narratives about the memories related to mathematics during the school life of nine student-teachers of a Pedagogy distance course. Therefore, we conducted a qualitative research, which we used to produce data, an activity of the course that meant writing a narrative. Data analysis showed that the culture of the mathematics classroom is guided in reproduction, memorization, and mechanical application of formulas, algorithms and procedures. The lessons were expository and numbers and operations were the mathematical content emphasized; and the teacher-student relationship was pervaded by positive and negative experiences, because some teachers stood out due to students’ understanding, happiness to teach, and other punishments and humiliations.
Narrative; Teacher Education; Mathematics Teaching