Conhecimentos didático-matemáticos mobilizados por professores durante a aula de matemática

This study aimed to analyse the knowledge from the mathematical and didactic dimensions of Mathematical Didactic Knowledge (MDK) that teachers mobilised during Math classes. It is a qualitative research that utilises non-participant systematic observation as a tool for data production. The study was conducted in two schools in the municipal network of Januária, with four elementary school teachers as collaborators. Observations were carried out in three 5th-grade classes and one 4th-grade class, totalling approximately 16 class hours, averaging 4 hours per class. The mathematical objects addressed during the classes were: Classes and Orders of the Decimal Numbering System, Graphs and Tables, and Mass Measurements. The results reveal that teachers mobilise Common Knowledge from the mathematical dimension and occasionally face challenges. Regarding the didactic dimension, the results indicate that teachers mobilise Epistemic, Cognitive, Affective, Interactional, and Ecological categories and present some challenges. The study suggests the need to consider initial and continuing education to improve the mobilization of mathematical and didactic dimensions, as well as to explore important methodologies and trends for the teaching of Mathematics.