Abstract

The purpose of this study is the research of identities and valorizations of professional and math competences involved in scholar geometry teaching with a sample of sixty-two pupil-teachers for kindergarten. Tasks were designed for the students to think about their teaching and their learning geometry experiences, and questionnaires were made to valorize their professional competences, which they find important for their career development. The results apparently show that students reconstruct their identities from professionals competences, which could be explained by the methods of instruction used during the course. These methods encompass team work and the reflection on geometry learning tasks that involve technology.