| This research attempts to deepen the understanding of professional development which a expert teacher experience through the questioning and changing of her teaching practice (in the context of collaborative research with other teachers and researchertrainers in the field of Mathematics Education). Through this understanding, we hope to contribute to the discussion about the professional development of teachers with respect to mathematics teaching, looking for implications from the point of view of research and training.;A crucial aspect of our work is the conceptualisation of the teacher's professional development (from the perspective of mathematics teaching). Observing our case and reviewing the research literature lead us to put reflection upon practice as the central axle of our perspective.;Our specific objective is to identify which aspects of the knowledge and practice of our teacher define her development, and describe her process of reflection on her practice with regards to this development. Furthermore, we investigate her conceptions of her development, its possible modification and its relation with the development observed.;It is a longitudinal study of a case underlining the variety of instruments for collecting information, from introspection to external observation of her practice (all qualitative in style, in harmony with the perspective of the study). We analyse the information from the perspective of the content, with the help of various categories of analysis. Categories for the analysis of professional development of primary teachers in relation to his/her conceptions about teaching and learning mathematics, his/her professional knowledge, his/her reflection on practice, and his/her vision of his/her development which are useful for the training of teachers and research about this, are constructed and contributed. From the results obtained implications are extracted related with the importance of mathematical content knowledge in the professional development of the primary teacher, the deepening of this in the teaching and learning of the subject, and with the relation between the professional development of the teacher and his/her practice. |
