ABSTRACT
This text discusses the formation of mathematics teachers from a historical perspective, focusing on the mathematics present in teacher training, as well as in the teaching activity. More specifically, we aim at answering the question: How did arithmetic problems become one of the elements that articulate the mathematics in teacher training and in school teaching? The conclusion reveals the processes and dynamics established between the mathematics to teach and the mathematics for teaching, both of which are part of a mathematics of teaching.
Keywords
History of mathematics education; Teacher training; Teaching knowledge; Problems; Mathematics of teaching