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This paper, a product of the research entitled "Mathematics teachers' Narratives and Subjectivities about their professional experience", presents matters related to mathematics teachers' training. Unveiling the mathematics teachers' subjectivities in narrative wefts which are made about their professional experiences and their formation trajectories is the main purpose of this inquiry. It assumes the narrative perspective in its epistemological and methodological dimension, in a way which claims the narrative thinking as a way of the knowing of the world and self-knowing. The analysis of the considered investigation antecedents and the voices of teachers who narrate themselves allowed to assume the training mathematics teachers' curricula as a criticism object, so it became a first inquiry result. Thus, the curricula were interrogated in connection with: a) The logic-scientific thinking hegemony and ignoring the narrative thinking contributions in the training processes; b) the absence of intentional actions for understanding the subjectivation modes which underlie the formative processes; c) the identity configurations and subjectivities that underlie in the formation trajectories. It concludes that the hegemony of a logic-scientific thinking way and ignoring the narrative knowing way in the mathematics teachers' training processes show the formation as decontextualized, apolitical, and ahistorical. Besides, the logic-scientific thinking configures a knowing way which prevails the truth search and shows faith in rational knowledge as the most powerful force for the world understanding and the self-understanding. [ABSTRACT FROM AUTHOR]

This paper presents the results of a research study aimed to explore the main beliefs and conceptions that have teachers who teach mathematics at the secondary level in Honduras (students 13 to 18 years), in relation to the teaching /learning and assessment of mathematics. The results show, among other elements, that for Honduran teachers the learning of mathematics is achieved by the active participation of the students. This belief is highlighted by teachers with a bachelor in Mathematics; and that the evaluation is a process that improves teaching and learning, providing useful results but, they must be taken with special scrutiny due to mistakes and inaccuracies that always exist. As conclusions highlight the need to improve initial training and continuous training of teachers so that use resources that promotes active student participation and improve the evaluation processes. [ABSTRACT FROM AUTHOR]