Abstract

The research inquires into the conceptions of a group of teacher educators who will teach mathematics in elementary school, specifically about what is the content of initial teacher education. It is an exploratory study, under the qualitative paradigm, in which an online questionnaire of open questions was applied, and through content analysis the answers to one of the questions that meets the objective of this study were categorized. As a result, there is a tendency to privilege mathematical knowledge over other elements that could constitute the content of initial training, to the detriment of knowledge about teaching practices and professional identity.