Lesson study in the initial education of early childhood education teachers: Combining theory and professional practice

As teacher educators involved in the initial education of prospective Early Childhood Education teachers, we observe evident signs of the monumentalistic paradigm (visiting some works, both mathematical and from the didactic of mathematics) when the education of teachers is structured following the traditional scheme lecture-practice. In this communication, we aim at clearly identifying the challenge of a functional education of prospective teachers, formulating it as a research problem within the Anthropological Theory of the Didactic, and exploring the potential of the lesson study device as a tool to develop prospective teachers' praxeological equipment as responses to alive and authentic professional questions. We will describe de design of such device, for the case of the initial education of prospective Early Childhood Education teachers around the teaching of numbers and numbering.