This research deals with the theme that involves the professional knowledge of the
mathematics teacher in the initial training process. The general objective of this research is: to
understand the types of professional knowledge of the mathematics teacher proposed by
Shulman (1986, 1987), Ball, Thames, Phelps (2008) and Carrillo et al. (2013, 2018). The
specific objectives are: (1) Identify the types of professional knowledge of the mathematics
teacher proposed by Shulman (1986, 1987), Ball, Thames, Phelps (2008) and Carrillo et al.
(2013, 2018); (2) Understanding the types of professional knowledge of the mathematics
teacher proposed by Shulman (1986, 1987), Ball, Thames, Phelps (2008) and Carrillo et al.
(2013, 2018); and (3) Analyze the types of professional knowledge of the mathematics
teacher proposed by Shulman (1986, 1987), Ball, Thames, Phelps (2008) and Carrillo et al.
(2013, 2018). The justification is given by the need to think about the initial formation of the
mathematics teacher based on the professional knowledge for the mathematics teacher
proposed by the literature. The methodological referrals were organized according to the
assumptions of qualitative research. In the scope of the qualitative approach, we can say that
this work has a theoretical approach called “Teacher's Thought” and a methodological
approach like “Theoretical Modeling Research” (BARBOSA, 2018). The analyzes were
carried out based on the relationships between the three theories mentioned above, articulating
them with some aspects related to the Licentiate Degree in Mathematics. The results point to
the need to discuss the initial training of the Mathematics teacher based on professional
knowledge of this and for this professional.
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