Lendínez Muñoz, Elena M., García García, Francisco Javier, and Lerma Fernández, Ana M.
Subjects
*TEACHER education, *TRAINING of beginning teachers, *MATHEMATICS teachers, *PRAXEOLOGY, *TALENT development
Abstract
As teacher educators involved in the initial education of prospective Early Childhood Education teachers, we observe evident signs of the monumentalistic paradigm (visiting some pre-stablished works in Mathematics as well as in Didactics of Mathematics) when the education of teachers is structured following the traditional scheme lecture-practice. In this paper, we aim at clearly identifying the challenge of a functional education of prospective teachers, formulating it as a research problem within the ATD, and exploring the potential of the lesson study device as tool to develop prospective teachers' praxeological equipment as responses to live and authentic professional questions. We will describe de design of such device, for the case of the initial education of prospective Early Childhood Education teachers around the teaching of numbers and numbering. [ABSTRACT FROM AUTHOR]