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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. [ABSTRACT FROM AUTHOR]

This work deals with the results of a research with basic school mathematics teachers about their conceptions for Algebra and its teaching. The theoretical framework that we adopted was the Anthropological Theory of Teaching. The objective was to verify which characteristics of the dominant epistemological model on teaching algebra are revealed in the conceptions of the teachers investigated. To collect date it was adopted as the methodological procedure Course of Study and Research. The results show, as the spontaneous epistemology teacher, the predominant view of algebra in the sense of operation with letters and numbers and generalizing patterns, which characterizes it as generalized arithmetic. [ABSTRACT FROM AUTHOR]

The object of this study fits into the relationships of the concept of number and translates into the question: What differentiates the teaching that adopt the proposal of Davydov from that who following other references? The data has been collected in interviews with teachers and billboards indicators of the teaching the concept of number . The analysis turns to the possibilities for the development of two ways of thought: 1) theoretical, peculiarity of the education system by Davydov interrelate the meanings of geometry, algebra and arithmetic; 2) empirical, proper from other references to the focus on everyday notions expressed in the meaning of count. [ABSTRACT FROM AUTHOR]