The Math Club as a Learning Space for Teachers: Guiding Principles Based on Cultural-Historical Theory

Considering that the teacher education must offer opportunities for student teachers to be perceived as a regular teacher, in a process of practices supported by reflection. The Mathematics Club project has involved students from mathematics and pedagogy, which consists of a learning space for teaching education once it offers the student teachers a chance to organize, to apply as well as to plan teaching activities. Above all, the student teachers involved in the project ought to share their knowledge and experiences in order to reflect on the pedagogical action. The teacher’s work is based on the idea that one cannot enclose the practice through individualities due to it is something necessarily shared; therefore, all actions are carried out by everybody involved in the project. The Mathematics Club is developed in a perspective of cultural-historical activity theory. In this way, the student teacher searches for conditions that involve him to organize his teaching in order to transform it into his own learning.