Resumen

Contributing to the growing literature on the conceptualization of mathematics teacher knowledge and mathematics teacher education, we put forward a model of how mathematics teaching can be, the activities that ought to be involved in it and their relationship with teacher knowledge. On the basis of this model we show that it is possible to support the design and development of pre-service teacher education programs on conceptual arguments that highlight a connection between mathematics education theory and teachersÕ practice. Those programs should be designed from a social perspective emphasizing local curriculum design.