This text, written primarily as a reference for discussion regarding the place of mathematics in prospective mathematics teacher education, in GT19 of the 35ª Annual Meeting of ANPED (Brazil), consists of three sections. In the first, we raise a few possibilities regarding how to approach this theme; we stress its richness and breadth while arguing that the appropriate place for mathematics in mathematics teacher education must be considered simultaneously with the place of other kinds of schoolteacher professional knowledge. In the second section, we provide a synthesis of the perspectives presented in four papers, written as contributions to the debate that took place in the meeting. Finally, in the third section, we outline a theoretical framework that serves as the basis for situating the fundamental ideas in the development of the debate on the theme over the past three decades. Based on the framework, we also provide some considerations on the perspectives presented in the summarized works.
Mathematics Education; Prospective Mathematics Teacher Education; Teacher Knowledge; Mathematical Knowledge for Teaching; Pedagogical Content Knowledge