This work aims to seek understanding about the relationship of the teacher with the mathematical knowledge and identify knowledge mobilized in its practice. We understand that the subject is justified because according to research in own institution of teacher training that teaches mathematics have reported difficulties faced by the teacher in mastering knowledge that can spread mathematical knowledge. Thus, the theme inserts in the own reality of the problem faced by the teaching profession in regard to ways of acting and thinking about the teaching of school mathematics. Methodologically, the study is part of a qualitative approach, and for the construction of empirical research we accomplished two training ways. The first way we call the simulated class study (SCS), which counted with the participation of four subjects of a full degree course in mathematics, which happened during the accomplishment of the discipline supervised stage II. The second training way was developed with the ideas of the Anthropological Theory of Didactics (ATD), which we assume the way of study and research (WSR). This way was initially set up with the participation of seven teachers who were in process of continuing education in a Specialization of Mathematics Education, that occurred during the realization of discipline Methodological Tendencies in Mathematics Education. Beyond the direct observations captured in those two training ways, we use as instruments of data building and information, the observations of lessons, which were recorded in audio and video, as well as we resorted to the questionnaires, interviews less structured, notes and activities developed and registered , that were disposed by the subjects. From the data and information obtained, we selected facts that composed a lot of ideas, but we analyze according the theoretical basis adopted. As a result, it was possible prove, for example, that the way that the teacher relate to the mathematical knowledge and other knowledge that he mobilizes during your practice, they are reflect, in many aspects, of his experiences as a student. Then, from the analyzes of procedures that emerged from the training ways, we developed a teaching device that may contribute to the anticipation of ways of acting and thinking the teacher about his practice in relation to the mathematic teaching for basic education guided in the reflection about a concrete teaching object.
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