Being, seeing and recognizing oneself as a teacher who teaches Mathematics: (re)configuring Professional Identities from the perspective of Probabilistic Education

This article aims to understand how actions and practices based on studies on Probability Education contribute to the (re)configuration’s movement of the Professional Identity (PI) of Teachers who Teach Mathematics (TTM). The study is based on a qualitative and interpretative paradigm, relied on a Research-Training path developed in a study group with 11 TTM. To this end, we are based on a characterization of TTM’s PI, which points out a set of elements (macrodomains) that allow us to understand them in their ways of being, seeing and recognizing themselves as such. The results and discussion were based on the apprehension of four Meaning Cores, which indicate that the TTM’s PI were forged from the Learning Paths (re)constituted in the collective/collaborative context of the group and interwoven by elements of personal, emotional, moral and sociopolitical nature that emerged from the enterprise of teaching and learning Probability.