Processes of conceptualization in the residential practices of Mathematics teachers. Presentiality and virtuality as dimensions of analysis

Abstract

The proposal is framed within the research project Teacher training practices, epistemological configurations of professional identity, in a study based on residential devices, the latest routes of the Field of Educational Practices of the Mathematics Teacher Training. The need to work in remote education modalities in recent years challenged us to analyze training possibilities in virtual environments. The objective of this work is focused on analyzing processes of conceptualization of school mathematical knowledge identified in the real curriculum, in practices mediated by virtual education technologies and in practices that we had been developing in the classroom. From the case study, purposive samples are configured from the documentation of residential experiences of the 2018 and 2019 cohorts -presential references-and of the 2020 and 2021 cohorts -virtuality references-. The analysis shows that, both in some modalities and in others, deep and conceptually complex reflective processes are generated. Even so, teachers and students demand face-to-face attendance. And yet, something that the pandemic has established is the need for virtual training courses that contribute to greater access to education.