PROFESSIONAL LEARNING TASKS IN MATHEMATICS TEACHERS' PROFESSIONAL DEVELOPMENT

The article presents the results of a study that aimed to understand how the design and implementation of a Professional Learning Task contributed to the identification of mathematical and didactic knowledge of mathematics teachers as participants in a professional development. It fits into a qualitative -interpretive perspective, in which data collection came from the planning audios, its design, audios and videos of the discussions in the subgroups and the plenary of the second meeting. The results show that, from the professional learning task planned and implemented, it was possible to raise the knowledge of teachers, in addition to showing the articulation between the components of the Professional Learning Tasks.