Toward a methodology for exploring mathematics preservice teachers learning from a socio-cultural perspective

Resumen

This paper describes a methodological procedure for characterizing preservice teachers learning from a sociocultural perspective. The procedure involves interpreting some aspects of Wengers theory of social learning, adapting them to the preservice teacher training, and making this adaptation operational for coding and analysing audio recordings of a group of preservice teachers working at home. An example of a research result obtained using this procedure is presented.