Exploring conceptions of students to be early childhood teachers about mathematics teachers' professional knowledge

This paper aims to characterizethe initial ideas of Students to be Teachers on the knowledge wich are needed by mathematics teachers in the stage of Early Childhood Education. For this, the answers and explanations given to three questions of a questionnaire are analyzed, related to the required training to be mathematics teachers in the stage of Early Childhood Education. The analysis instrument used was the MTSK model. The results showed that students are aware of the need to know more mathematics than they should teach, that they consider difficult to be an Early Chilhood Teacher and they do not feel prepared to teach mathematics in the stage of Early Childhood Education. Based on these results, educational implications and possibilitiesfor future research arepresented.