Mathematics Learning in Higher Education: Contributions from Solidarity Assimilation to teacher training

This article discusses contributions from a proposal for didactic-pedagogical intervention based on Solidarity Assimilation (SA) to the understanding of mathematical concepts and training of future mathematics teachers. The theoretical framework was grounded in Lacan’s psychoanalytical concepts, which provide a foundation to support SA in the comprehension of mathematical concepts. The study highlights aspects of current educational public policies manifested in teaching and assessment methods adopted by Prevailing Traditional Education (PTE), which emphasizes content memorization and mechanical learning. In conclusion, from this perspective, SA emerges as an important tool for deconstructing PTE, as it fosters more equitable ways to assess students and greater awareness and mastery of learning in mathematics teacher training.