When the moment is forever (or: the experience as opportunity of mathematical preparations of different teachers)

Abstract

In this essay, I produce writing movements in an attempt to provoke effects in the discussions about the mathematical preparation of prospective mathematics teachers in initial teacher training courses. In the first, my productions/crossings are in inhabiting spaces with the notions of experience, estrangement and decentering, instituting them as opportunities of different preparations. In the second, my productions/crossings are with textualizations of interviews with mathematics educators and mathematicians who stand on a mathematical preparation of prospective mathematics teachers. Amidst the statement “when the moment is forever” produces effects not in the direction of the postulate, prescribing, determining, listing what the teacher needs to know. I produce, in the end, effects in attempts to problematize some truths, to demarcate fluid boundaries that offer us other horizons, to make me believe that other preparations are possible.