The Mathematical Discussion: a learning experience in and from practice

In this contribution we report on experimental research developed with Pre-Service primary Teachers (PSTs) with the aim to foster the Mathematical Discussion (MD) theoretical framework’s learning (Bartolini Bussi, 1989), giving PSTs the opportunity to learn in and from their practice. We explored the effectiveness of a new theoretical approach that combines Shulman’s (1986) research about the Pedagogical Content Knowledge (PCK), Ball’s Mathematical Knowledge for Teaching (MKT) (2008) and further research on how practice can be used for teachers’ learning and what is relevant to learn in and from practice (Ball & Even, 2009). We claim that playing different roles (student - PST) is fundamental to become aware of professional education and development of mathematics teachers and of specific characteristics of the teachers’ actions. As we expected, from the transcriptions’ analysis, it emerged that the PTSs became aware of the MD’s value. In and from their own practice they learned how to manage MD in class, in a future perspective.