The movement of sense in mathematics teacher education

Abstract

This article argues the relation between the sense, category
understood from the cultural-historical perspective and of the Theory of the
Activity, and the change of the practical teacher’s, especially the choice of
mediating didactic tools. The presented data had been gotten by means of the
work with teachers of mathematics in teaching activity, when collectively
elaborating trigger-learning situations. The analysis of the results discloses that
the sense is associated with the motive that moves the subject in the activity. In this process, the action change is entail of the news senses attributed in
elapsing of the activity to the elements presents in the organization of teaching.