Resumo
The literature has indicated the lack of research that aims to investigate and unveil what is the genesis of teacher professional learning for the teaching of algebra in primary school and how it is constituted. With this, we have developed studies that thematize and consider the teacher’s professional learning as being built on and from the classroom practice, and that this learning is mediated by professional learning tasks, discursive interactions and the role and actions of the trainer during training processes. This paper aims to present and discuss research findings (i) on the approximation of school Mathematics and academic Mathematics and (ii) on the presence and dialogue of practice as an essential component in teacher mathematical and didactic knowledge for teaching algebra, from primary school to university.