“I Consider Myself a Mathematics Teacher”: the understanding that elementary school teachers have about themselves as mathematics educators

Abstract

In this article I analyzed aspects of the understanding that teachers of the beginning grades of elementary school have regarding themselves as Mathematical Educators. Using Discourse Analysis resources, I sought to identify and discuss the manners in which the interviewees structure their speech, assume and respond (to and for) enunciations and positions in the school context. The analysis of the interviews shows that the teachers’ understanding of themselves as Mathematical Educators goes through the mediations that are established while they seek solutions for challenges to their condition and practice as teachers. The concerns identified in their speech indicate the need for addressing cultural aspects of the conditions for teaching mathematics in training courses for these teachers.