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This article discusses the process of transformation and/or creation of motives in the teaching activities of future bachelors in mathematics during the development of supervised training. This text, having as basis the theoretical references supplied for the cultural-historical theory, detaches the relationship between the teaching activity and the learning activity as main component of teaching practice. This work adopted as methodology the formative experiment, which was developed with three preservice mathematics teachers at a public Brazilian university. The main result of this research indicates that the process of teacher education will only permit the discovery of the real meaning of the teacher’s work when it is inserted in a humanizing educational proposal, which overcomes the alienating character of actual models of teacher education.

El profesor de matemáticas en formación: discutiendo los motivos de la actividad pedagógica