Paper presented to CIEAEM 67 Vall d’Aosta. Italia. ϮϬϭ5- SOCIOCULTURAL CONTEXTS AS DIFFICULT RESOURCES BEING INCORPORATED BY PROSPECTIVE MATHEMATICS TEACHERS Yuly Vanegas*, Joaquin Giménez**, Javier Diez-Palomar** and Vicenç Font** Autónoma Barcelona University*; Barcelona University** Abstract The paper explains how we built a cycle of training named “learning to teach citizenship through mathematics.” During such transversal training cycle it was observed the difficulty that future teachers have to identify the role of contextualized activities during their own mathematical practices as part of their didactical analysis. Keywords: contextualized activities, didactical analysis, and teacher training INTRODUCTION AND THEORETICAL BACKGROUND This paper draws on our institutional training experience to reveal difficulties and successful elements regarding mathematics teacher training, in the frame of our Masters’ degree on Teacher Training for Middle and High School Teachers, which is compulsory in order to be a Math Teacher in secondary schools in Catalonia (Spain). The degree involves a total of 600 hours of class. In our research, we start from the analysis of productions and reflections of the future teachers, as a fundamental process for teach them how to “redesign professional tasks”. This experience is part of a research involving professors from 6 Latin American universities. The aim of this research is looking for the recognition of difficulties to design proposals enabling high school future mathematics teachers develop critical thinking and citizenship competencies through mathematics. According to De Lange (1996), there are basically four reasons to integrate contextualized problems in the curriculum: a) facilitating the learning of mathematics, b) developing the mathematical skills of citizens, c) developing competencies and general attitudes associated with problem solving and d) allowing to see the usefulness of mathematics to solve both situations from other areas and everyday life situations. To contextualize and decontextualize as a set of processes, enables us to interpret mathematics as a tool of knowledge in order to establish a natural relationship with basic activities of human beings. On the one hand, such a contextualized perspective promotes abilities in the use of techniques and mathematical models that explain situations of everyday life, and on the other hand, it also promotes the ability to evaluate its role in situations that exceed the needs of the private life of the individuals. All this will allow people to develop a perception of the nature incorporating the “mathematical” knowledge-basis, thus helping to make visible the mathematics (Niss, 1995). Drawing on such perspective, the contextualized look that has been described above suggested to us the consideration of five axes of analysis: (a) a look at the social aspects about the mathematical work; (b) an