Transcomplex formation of the teacher of mathematics: consonances with the mathematical triad everydayness- and integral pedagogy

Abstract

In contrast to the traditional reductionist formation of the teacher of mathematics and from the categories 
of analysis: transcomplexity and the triad: mathematics - everydayness - and integral pedagogy, a proposal of 
the teacher’s training in mathematics is made in the present time. Imaginary are envisioned in terms of: the 
epistemological-philosophical foundations of mathematics, the nature of mathematical educational knowledge, the principles of mathematical educational theory, the components of the Transcomplexed Mathematical Education, the actions of the complex and transdisciplinary Mathematical Education, the nature of 
the transcomplex educational actors of mathematics and the challenges of Mathematical Education in the 21st century.All these proposals adapted from the Transcompleja Educational Theory, has a base in a metaespiral structure and the contributions of the triad in question. They conclude proposals for the formation of the teacher of mathematics in categories of analysis as the history and philosophy of mathematics, everyday, semiotic; among others that tend to show mathematics in an interweaving that transcends the reductionism to which science has shown itself. By transcending the meaning of Mathematical Education, generating in the classroom positive emotions of being able to construct mathematics in a harmonic way without traumas, but at the same time taking into account the complexity and thus be committed to humanity. The teacher 
should be trained, not only for effective knowledge but also in integral intelligence: analytical, systemic, sensitive, corporal and profoundly human.