Professional knowledge of the teacher who teaches mathematics:theoretical-methodological discussions of a collective research in historical perspective

Abstract:

This paper aims to elaborate a systematization of discussions carried out from the study of one of the theoretical-methodological frameworks that constitute a collective research project. We ask: ‘What contributions does the professional knowledge analysis of the teacher who teaches mathematics give to research?’ Four categories of analysis were considered in the scope of the discussions carried out on the framework: past-present relations; role of experts in the knowledge elaboration; relations between the disciplinary and professional field; articulations between professionalization/knowledge/teacher training.The result points to an enlargement of the analyzed referential itself, enabling a better conformation of the research object of the collective project that turns to the professional knowledge of the teacher who teaches mathematics.

Keywords:
teaching professionalization; professional knowledge; history of mathematics education