Philosophie des mathematiques et formation des professeurs stagiaires

In this article, through the analysis of teachers training sessions and questionnaires about teachers and students representations, we present one of the didactic issues of an epistemological training. Teachers epistemological views are not only of a platonic type. They are numerous and deeply anchored. Teachers representations are generally in agreement with students views on mathematics but sometimes, on some specific aspects, they enter in contradiction with them. In these cases, education in philosophy and history of sciences can be helpful in allowing teachers to become conscious that beyond knowledge, they impart a certain vision of mathematics and science