Resumen

This paper presents the mapping of mathematical modelling (MM) pedagogical practices in teacher education courses done from publications available in the books organized by the International Conference on the Teaching of Mathematical Modelling and Applications – ICTMA. Mapping refers to the identification, survey, organization, classification, and data analysis of forty-two papers about teacher education. This study aimed at understanding how knowledge was built by society and became common part of the group, and not at analysing the quality of knowledge departing from immutable criteria. The analysed productions revealed that these researchers constitute a collective conception indicating the concern with and the support to the official documents and to the issues related to eacher education. The collective conception about modelling in initial and continuous teacher education courses seems to follow institutionalized standards.