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In this paper we present reflections on challenges faced in the use of an alternative writing model in our doctoral thesis, showing its relevance as a coherent and insubordinate model. The model mobilized was the questions-answers map, developed within the framework of the anthropological theory of the didactic. Due to the limits of the exhibition, we present some clippings of our investigation, whose objective was to answer the following generative question: What teaching proposal for Z is possible to build through the interaction with a study group of teachers in the perspective of the paradigm of questioning of the world (PQW)? The heart answer was divided in two, one referring to the study group constituted during the research and the other referring to the other studies of the thesis. We built a reference epistemological model (REM) that allowed us to analyze the dominant model of the relative integers, which, in turn, was complemented with analyses of previous research data. We mobilized aspects of the PQW, more specifically, conditions and constraints, identified from the conclusions related to continuing education with the group of teachers and from the studies on the study and research path, analyzed through the dialectics question/answers, media/milieu, and collective/individual. These analyses also helped us to finalize the reference epistemological model and the teaching proposal initiated together with the members of the study group. [ABSTRACT FROM AUTHOR]

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This paper aims to present a State of Knowledge of scientific production on teacher education in special editions and a Statistical Education journal. In the content analysis of the 17 selected articles, two categories were considered. In the first, which focused on the initial formation of the Mathematics teacher, researches emerged about the undergraduate curriculum, pedagogical strategies, and technological resources. While in the second, in which the continuous formation of the teacher that teaches Statistics was observed, investigations about formation courses, collaborative contexts, pedagogical activities, teaching perceptions and characterization of these profiles, have also emerged. We identified a leading role in studies about continuing education, especially through courses and collaborative practices. [ABSTRACT FROM AUTHOR]

This article aims to explain a panorama of research on continuing teacher education for teachers who teach mathematics in basic education with an emphasis on technology and it has a temporal cut from 2013 to 2017. It is a "meta-analysis" study, that is, it has a bibliographic character. The dissertations and theses were collected in the CAPES and BDTD repositories in a total of 44 papers, however, only 15 corresponded to the proposed objective. The results reveal the insertion of several technological instruments in the formative processes, with emphasis on computers. In addition, few dissertations and theses approach in their context the subjective relations existing in the formations, mainly emphasizing the activities developed throughout the formative processes. [ABSTRACT FROM AUTHOR]

This paper aim understand knowledge mobilized in the training process of the teachers who teach the Multiplicative Structures in the early years. The qualitative research conducted in a public school, with one teacher who taught in the 5th year of elementary school. The training was organized in classroom, virtual and pedagogical practice activity meetings. The meetings were organized with the preparation, discussion and planning of problem situations for teaching practice. A formation model apreciated of mobilization and reflection about the practice of the teacher, researcher and the practice of colleagues, providing a new look for the teaching of Multiplicative Structures. [ABSTRACT FROM AUTHOR]