ON THE PEDAGOGICAL MATHEMATICS PRACTICE AND THE MATHEMATICS EDUCATION

It is possible to teach mathematics without to have training in the teaching practice in the real classroom? This is a quite rhetorical question, but its importance must be judged by the way in which university training programs are designed for any kind of teacher education. In our paper we present some aspects related to the real problems of the debutant mathematics professors from the pre-university education system concerning to how they teach the mathematics for the students in the classroom. There are some issues of the mathematics education which are not approaching at the university level, but these issues are very important for the mathematics teachers within their didactical activities in the classroom. In our work we have tried to analyse the "position" and "status" of the pedagogical practice in the mathematics teacher's training plan both in the context of national university education and, by comparison, in the context of the universities of some European states. Some of the directions of this analysis have been highlighted some new concepts in the mathematics teachers' training for the 21st century, such as "learning the mathematics teaching" and "teaching how to teach mathematics." If these concepts can be assumed to be common in the conceptual fields of the educational science, then it is surely that these are strictly related to the pedagogical practice, which has to be thought as an opportunity for the undergrad of mathematics learn how to teach mathematics in the classroom contexts. (C) 2019 Published by Future Academy www.FutureAcademy.org .UK