Theorization Movements in Mathematics Education

Abstract

In this essay, we show a discussion about a process of theorization in Mathematics Education. In the first part, by means of an interview textualization, we elaborated a theorization movement about mathematical preparation of prospective mathematics teachers. This movement is a result of a systematized narrative of an experience, an exemplary example to our discussions and a backdrop to our arguments at the second. In the second part, we outlined some ideas about the Mathematics Education that we talk and our theory-methodological attitudes, the Model of Semantic Fields and the Oral History, which sustain and shape this process of theorization. We point out some characteristics about an aesthetic of research in Mathematics Education regarding the process of theorization.

Key-Words:
Aesthetic of Research; Mathematics Teacher Education; Model of Semantic Fields