TEACHING KNOWLEDGE AND ESSENTIAL UNDERSTANDINGS OF MATHEMATICAL REASONING IN A CONTEXT OF CONTINUING EDUCATION FOR TEACHERS WHO TEACH MATHEMATICS

Abstract

The development of Mathematical Reasoning (MR) in mathematics teaching requires more than the teaching of formulas or procedures, it demands an environment that favors investigation, experimentation and continuous reflection on one’s own discoveries. This qualitative research aimed to understand the fundamental dimensions of teaching knowledge in a continuing education context, analyzing how teachers collectively discuss and reflect on their teaching practices in the light of the Essential Understandings of MR. The data comes from the 2nd edition of a continuing education project, adopting the exploratory teaching approach and using Professional Learning Tasks (PLT). The study focuses on the reflections of seven teachers during the ninth meeting of the training cycle, where they planned, developed and analyzed lessons collectively, following the PDR Cycle. The analysis highlighted the relevance of the formative process in enabling teachers to structure practices that foster the development of students’ mathematical reasoning, thereby expanding their possibilities for understanding situations and solving problems.