Abstract
This work focuses on the analysis, based on the Model of the Semantic Fields, of the production of meanings of undergraduate students in Mathematics based on the notion of “being a Mathematics teacher”. Under a qualitative approach, as triggers of the production of meanings, we conducted semi-structured interviews with students regularly enrolled in the last semester of the Mathematics Degree course, from a public university in the countryside of Minas Gerais. From a plausible reading of the speeches of future Mathematics teachers, we observed different interlocutors, which allowed us to identify different ways of “being a mathematics teacher” constituted by them. In this article, we present such interlocutors, marking the difference in the meanings produced by the interviewed graduates. In our understanding, when undergraduate students in mathematics enunciated in different ways about “being a mathematics teacher”, in the same space-time, they did not contradict each other; they produced meanings that, for them, were legitimate within the activity in which they were placed. In this perspective, we argue that the initial training process may have been an opportunity for new graduates to be constituted by the undergraduate students.
Keywords:
Being a Math teacher; Model of Semantic Fields; Professional Identity; Initial Training of a Mathematics Teacher