"HOW DO TEACHERS LEARN?": PROPOSALS FOR THE DEVELOPMENT OF MATHEMATICAL KNOWLEDGE

In this article we present partial results of two researches that proposed to investigate the possibilities of how the teacher learns Mathematics to teach and develop mathematical reasoning in students. Thus, the question that guided this article was: Which formative actions can contribute more effectively to the development of mathematical and/or didactic knowledge? The study is the result of a qualitative descriptive research and presents the results of two projects, one developed in the state of Rio Grande do Norte and the other developed in the state of Mato Grosso do Sul. In general, as a result, we present reflections and data that can contribute to the promotion of spaces for dialogue and construction of mathematical and pedagogical knowledge, aiming at the development of specialized knowledge for the teaching of mathematics and the articulation between theory and practice.