The context of this research is the initial formation of the mathematics teacher. It is a
qualitative research of the bibliographic type, where we analyze the teaching knowledge and
knowledge necessary for the initial formation of the teacher of Mathematics, according to the
conception of the researchers Tardif, Gauthier, Shulman, Ball and Carrillo. The interest in
researching this theme took place during the classes of the subject “Seminars in Mathematics
Education”, elective of the Mathematics Degree course at UFT - Câmpus de Arraias. The
central question of our research is: What are the necessary knowledge and knowledge for the
initial formation of the mathematics teacher? To answer this research question, we defined
our general objective: to understand the knowledge and knowledge necessary for the initial
formation of the mathematics teacher. To achieve the general objective, we detail the specific
objectives: (1) understand about the knowledge and knowledge necessary to exercise teaching
in mathematics; (2) understand the characteristics of the knowledge and knowledge necessary
for the initial training of the mathematics teacher, according to Tardif, Gauthier, Shulman,
Ball, Carrillo and government documents on teacher training; (3) analyze and reflect on the
types of knowledge and knowledge that teachers need to acquire during their initial training.
This is a qualitative research of the bibliographic type. The analyzes were carried out based
on theoretical discussions about the types of knowledge and knowledge dealt with by the
aforementioned authors. We analyzed the relationship between the teaching knowledge
presented by Tardif and Gauthier and the relationship between the types of professional
knowledge proposed by Shulman, Carrillo and Ball. The results point to a need and possibility
of a proposal in the Mathematics Degree course based on the reservoir of knowledge, of
which we highlight: educational pedagogical knowledge, disciplinary knowledge, curricular
knowledge, experiential knowledge, knowledge of professional culture. In the scope of the
knowledge that the teacher needs to acquire during this training, we identified: knowledge of
the educational sciences, knowledge of the mathematical education science, knowledge of the
mathematical science, knowledge of the curriculum. With this research, we expect a reflective
analysis of the teaching knowledge necessary for this profession. We realize that knowledge
cannot be developed without teaching practice and practice cannot be developed without
knowledge.
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