Teaching knowledge and Partial Progression in Mathematics: what happens when Mathematics teachers are invited to reflect on the thematic unit Numbers?

This article analyzes teaching knowledge mobilized by six teachers from Ouro Preto while they discuss and reflect on the thematic unit Numbers in Partial Progression in Mathematics. Developed in a qualitative approach, it was based on data produced from observations, field diary, transcriptions of their recordings and records produced by the participants. Data were interpreted in the light of the notion of Teaching Knowledge developed by Maurice Tardif. The results show that the unit is the most highlighted by the group and that based on experiential knowledge, they propose that the Partial Progression be developed from a survey that guides the elaboration of activities and culminates in three evaluations. In addition to experiential knowledge, curricular and disciplinary knowledge was unveiled that supported both the argumentation and decision-making by the group.