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Abstract
The purpose of this research project was to describe the pedagogical practice of teacher trainers as a communicative action in relation to the research in mathematics education in a math teacher training program. In order to gather the information, various techniques and instruments were used, including non-participant observations, records in fieldwork diaries and interviews with teachers in charge of subjects related to research in the academic program, as well as with teachers who have finished the program and that are currently working in an educational institution. These actions were carried out in order to analyze, from different points of view, the progression and scope of the program in research training from the pedagogical practice, and compare it with the references found in literature where research training is a founding part in the training and requirements of a research teacher, who is formed through the pedagogical practice established by a curricular proposal of an undergraduate program in Mathematics in Colombia.
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