Professional vision of Mathematics teachers from rural schools regarding aspects of teaching practice

This study aims to understand aspects of the professional vision of mathematics teachers from rural schools regarding their teaching practice mobilized in the context of continuing education. This qualitative research is empirical, in which the data emerge from discussions held with teachers about the relationships between tasks and mathematics teaching, particularly about a mathematical task proposed in a class from an inquiry-based teaching perspective. The results show evidence of the teachers’ professional vision not only on important characteristics of the tasks but also on specific aspects of the dynamics of their classes. Inquiry-based teaching as a possible lens for analyzing materials from the classroom offered alternative references to direct teaching and favored reframing aspects of teaching practice such as proposed tasks, classroom communication, and curriculum management.