Keywords
Algebraic thinking
Equals sign
Mathematical and didactical knowledge
How to Cite
Abstract
Using tasks for teacher learning is a fundamentally topic for research in teacher education. Thus, this paper aims to understand and explain how the construction of mathematical and didactical knowledge of teachers who teach mathematics at elementary school, in a formative process, on the different meanings of the equals sign, occurs. The research is qualitative-interpretative and data, documentary and audio records, come from a teacher education process developed with 6 teachers from a public school in São Paulo. Analyzes showed mobilization of mathematical and didactical knowledge, which was reorganized, developed and constructed, by the teachers through getting involved in this collective formative process of planning, developing and reflecting a mathematics lesson on the different meanings of equals sign. It is understood that such movements occurred through the use of professional learning tasks and the mediations and the teacher educator.
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