Resumen

Students often get a very formal conception of mathematics during their mathematics studies. When they become teachers, this formal conception makes them both confident in a direct transmission of the knowledge and unable to tolerate approximate formulations from their own students. How can we make a teacher aware on the way mathematical knowledge appears in teaching? How can we help them understand the articulation between advanced mathematical notions and the content they will be teaching themselves? Their PCK – Pedagogical Content Knowledge, referring to Shulman – includes the ability to react in a pertinent mathematical way in their classroom. We study this PCK and we use Brousseau’s Theory of Didactical Situations to build situations to be experimented with student teachers. We give an account of the way student-teachers play situations and implement them in their classroom. An example of a situation on vectors is developed.