This research consisted of investigating the practices of teachers who teach Mathematics in the
Final Years of Elementary School, mobilized by holding Mathematics Fairs in the school
context of the Military College of the State of Tocantins - Jorge Humberto Camargo. To this
end, we raised the following question as a research problem: In what terms do teaching practices
mobilized at Mathematics Fairs contribute to the Professional Development of Teachers who
Teach Mathematics? Given the concerns and research problems, the general objectives were to
analyze the contributions of the Mathematics Fairs of the Military College of the State of
Tocantins - Jorge Humberto Camargo - to the Professional Development of Teachers who
Teach Mathematics. The methodological design of this research was based on a qualitative
approach from the perspective of Case Study research, with analysis of Figures (produced by
images of fairs held), documentary analysis (reports, plans and Pedagogical Political Project)
and analysis of individual interviews carried out with five teachers participating in the research,
with the theoretical lens of authors who research on Teaching Professional Development,
Training of Teachers who Teach Mathematics and Mathematics teaching practices with the
manipulation of concrete materials in Teaching Laboratory environments, Mathematics Clubs
and Fairs Mathematics. These analyzes were carried out based on the understanding of the Fairs
held in the years 2014 to 2019 presented through the Case Description Strategy, in order to
meet the first specific objective of the research. Subsequently, an analysis of the corpus of this
research was carried out using the Logical Model Analytical Technique, which sought to
understand the elements of the Professional Development of Teachers who Teach Mathematics
in the context of holding Mathematics Fairs, as well as reflecting on the contributions of these
Fairs in the professional development of this teacher. As a result, three analytical categories
emerged that allowed us to highlight practices that explain elements of Teaching Professional
Development, namely: Improvement of Teaching Practice Development of Teaching Skills and
Improvement of the Teaching and Learning Process. Of these teaching practices we can
mention: collective planning and engagement of teachers in studies and research, use of diverse
materials to teach Mathematics, development of pedagogical content knowledge, reflections on
the teaching and learning process, development of teaching autonomy, among others practices
and challenges that these teachers demonstrated when holding Mathematics Fairs in a school
environment.
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