Discussing school mathematical narratives in early childhood future teacher education

International audienceIn this work we recognise how a group of future teacher of Early Childhood Education, analyse narratives about rich school experiences. We presented a professional task, in which we wanted to see how future teachers recognize initially the potential of the mentioned experiences to promote mathematical processes. We recognise that future teachers give a limited value to the problem-solving process and have difficulties in recognizing the processes of reasoning and proof. We found it is not because of a mathematical previous weak formation, but rather it points to the need of analysing school practices and narratives as good examples of action