Had they taught me this before...: a study on teachers’ learning

Abstract

This article presents an experience with a group of teachers of early Elementary school,
dealing with their own processes of learning mathematical concepts. Realizing a few conceptual gaps,
these teachers engaged in university partnerships, so that, in a collective and continuous reframing of
concepts, they could have a classroom practice which emphasized the construction process and not
simply a conceptual reproduction. The study has enabled the setting of a learning chat network, which
shows that there is no more room for accommodations or sameness in the classroom. The group has
become a collective intelligence, one that assumes the responsibility for teachers’ training and practice,
with authority and autonomy.