In order to give a new meaning to the process of continuing education of the Teacher who Teaches
Mathematics (TWTM – PEM, in Portuguese language) in the early years of elementary education and
to promote the professional development of these teachers, we seek to provide a formative, reflective
and dialogical space where teachers could have their voices heard and their wishes fulfilled, since they
effectively participated in the construction and realization of the entire proposed process. So, we seek
to answer the following research question: In what terms do the mathematical procedures negotiated
in the continued formation of the TWTM of the initial years enable the constitution of a Community of
Practice? To this end, we outline as the main objective: investigate the contributions of mathematical
enterprises in the possibility of constituting a Community of Practice with teachers from the early
years of Elementary School. Thus, we promote continuing education meetings with TWTM in the early
years in the light of the theory of Communities of Practice, as proposed by Wenger (2001), also seeking
theoretical subsidies guided by continuing education and professional development, as well as the use
of concrete materials in teaching and in the learning of Mathematics, with emphasis on the use of the
Golden Beads Material as a intensifier and mobilizer of new didactic, pedagogical and methodological
practices in the classroom. In relation to the mathematical enterprise negotiated in the formative
meetings, we aproached the theme of Numbers and Fundamental Operations. In the course of the
investigative walk, we took the qualitative approach of participatory research as proposed by Brandão
and Streck (2006). In this sense, we held training meetings with the participants of our research, who
were 25 TWTM in the early years of elementary school at a public school in the municipal school
system in the city of Araguaína – TO, of which 05 PEM had their shares used for the purpose of
analysis in this word. The results that we bring show that the participation of these teachers in
continuing education processes carried out in the light of the theory of Communities of Practice, as
proposed by Wenger (2001), can contribute significantly to the professional development of these
teachers, mainly by providing opportunities (in addition to reframing these formative processes) for
the mobilization of new pedagogical, didactic and methodological practices in the classroom to face
the students' learning obstacles; in addition, the results indicate possibilities for the constitution of a
Community of Practice for Teachers who Teach Mathematics in the early years of elementary
education (CoP-PeMai, in Portuguese language).
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