Mathematical investigations in the classroom: A context for the development of professional knowledge of mathematics teachers

Abstract

This article reports part of a study developed with the purpose of understanding the professional knowledge of teachers involved in the development of investigative tasks in the classroom. The study adopted the interpretative paradigm and elaborated a case study of a first grade teacher. This teacher worked regularly in collaboration with one of the researchers, selecting, planning and developing investigative tasks with her students in classroom, and also reflecting on her teaching practice with the investigations. The analysis of the data allows us to identify several aspects in which the professional knowledge of the teacher was deepened and broadened. It is also possible to identify the main factors contributing to the development of the teacher’s professional knowledge.