Abstract:
This research challenges and provides alternative definitions for theor y and practice used in mathematics teacher education. It questions the definitions of theory and practice in a Course Pedagogical Project (CPP) for a Degree in Mathematics Teaching and suggests revisions and future movements. The study focuses on two CPP Degrees in Mathematics Teaching from a federal university in Southern Brazil. Through qualitative analysis, the study emphasizes the inseparable interdependence between theory and practice and how they are intertwined in the extended use of the expression 'practice' as an application of reality. It highlights how prescriptive reflection on practice is as well as interactions with theory, when theory is related to support and grounding for practice. The study proposes some initiatives to overcome the dichotomy between theory and practice, such as providing clear definitions of expressions in PPCs and revising adjectives that tend to blur the boundaries between theory and practice.
Keywords:
Mathematics teaching; Degree course; Pedagogical project; Teacher training