Mariotti, Maria Alessandra2019-08-302019-08-302003García Blanco, M.M., Sánchez García, M.V. y Escudero Pérez, I. (2003). The dialectic relationship between theory and practicein mathematics teacher education. En Third Conference of the European Society for Research in Mathematics Education (1-10), Bellaria: European society for Research in Mathematics Education.https://hdl.handle.net/11441/88810The study presented here is a part of ongoing research, in which 'situated knowledge'and ‘cognitive apprenticeship’ form the framework that allows us to deal with theknowledge and the learning process of pre-service elementary school teachers. Ouraim is to determine how student teachers use conceptual tools provided in amathematics methods course. The search context of this paper is the curricularanalysis of the textbooks. Our research has shown the difficulty involved in usingdifferent conceptual tools to solve a proposed task. We have observed how, insituations in which the integration of conceptual tools has been achieved, the studentteachers have found distinct features that lead to different decisions. This shows theprofessional relevance of such integration and points out the need of advancing inthat research agenda.application/pdfengAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Matémáticas teóricasMatémáticas prácticasinfo:eu-repo/semantics/conferenceObjectinfo:eu-repo/semantics/openAccess