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- Contributions to in-service primary teachers practice from their engagement in mathematics landscapes of investigationPublication . Silva, Guilherme Henrique Gomes da; Ponte, João Pedro daPrimary teacher education for the exploration of mathematical content from critical discussions aimed at its pedagogical use in understanding emerging social issues (Gutstein, 2018). However, the treatment of these and other issues in mathematics classes has increasingly become a requirement of basic school curricula. As a consequence, many primary teachers, especially those at the beginning of their careers, do not feel prepared to work with these matters in mathematics classes, which leads them to seek subsequent education. Although this situation is known and remarked upon in the literature, there are few studies specifically aimed at understanding how teachers learn and implement tasks that allow for the treatment of social issues in their mathematics classes as a result of their engagement in in-service teacher education. Landscapes of investigation has been a way to address concerns as equity and social justice, for instance (Skovsmose, 2023). Landscapes of investigation can be defined as learning environments that provide students with opportunities to build their own conclusions, accepting the invitation to analyse didactic situations and problems with the principles of the investigation, exploration, questioning, and surveying of hypotheses and ideas. Furthermore, they provide opportunities for dialogue, cooperation, research, and decision making. The objective of this study is to understand how primary school teachers working with landscapes of investigation develop from the study and elaboration of investigative tasks. We will analyse teacher engagement in a teacher education course aimed at Portuguese primary in-service teachers. In this course, we will explore teachers’ development of tasks based on the landscape of investigation in mathematics classes. Our study is in the initial phase. We are currently working on the teacher education course implementation with 12 primary school teachers from the Lisbon area, Portugal.
- Contributions to in-service primary teachers practice from their engagement in mathematics landscapes of investigationPublication . Silva, Guilherme Henrique Gomes da; Ponte, João Pedro daIn Mathematics Education research, studies have pointed out the existence of little attention in initial primary teacher education for the exploration of mathematical content from critical discussions aimed at its pedagogical use in understanding emerging social problems, such as social inequalities, climate and environmental changes, and violence (Gutstein, 2018). However, the treatment of these and other issues in mathematics classes has increasingly become a requirement of basic school curricula. As a consequence, many primary teachers, especially those at the beginning of their careers, do not feel prepared to work with these matters in mathematics classes, which leads them to seek subsequent education. Although this situation is known and remarked upon in the Mathematics Education literature, there are few studies specifically aimed at understanding how teachers learn and implement investigation tasks that allow for the treatment of social issues in their mathematics classes as a result of their engagement in in-service teacher education. In this way, using the perspective of Critical Mathematics Education, the objective of this research is to understand how primary school teachers working with landscapes of investigation develop from the study and elaboration of teaching tasks. Critical Mathematics Education is mostly concerned with the connection between mathematics education and issues such as equity, social justice, classroom dialogue, project development, and inclusion (Skovsmose, 2023). The development of landscapes of investigation has been a way to address these concerns in classroom. They have also been shown to be a way to address the development of meaningful activities in the classroom that favour the construction of mathematical concepts and ideas. For Skovsmose (2023), landscapes of investigation can be defined as learning environments that provide students with opportunities to build their own conclusions, accepting the invitation to analyse didactic situations and problems with the principles of the investigation, exploration, questioning, and surveying of hypotheses and ideas. Furthermore, they provide opportunities for dialogue, cooperation, research, and decision making. In addition, works such as that by Ponte, Brocardo, and Oliveira (2015) have provided guidelines for teachers to conduct investigative classes in the field of mathematics education, and to build and adapt teaching activities, seeking to favour the learning of their students. To achieve the objectives of this study, we use a case study methodology with a qualitative approach. We will analyse teacher engagement in a teacher education program aimed at Portuguese primary in-service teachers. In this program, developed in 75 hours with four stages, we will explore teachers’ development of tasks based on the landscape of investigation in mathematics classes. The first stage encompasses the theoretical study of critical mathematics education ideas related to landscapes of investigation. Teachers are stimulated to engage in tasks with this perspective related to mathematical concepts, semi-reality, and reality (Skovsmose, 2023). The second stage involves the collaborative planning of one or more lessons based on landscapes of investigation-based by primary teachers. During this stage, teachers "test" the proposals they have developed with their peers and often strive to anticipate unforeseen situations that may arise due to unpredictability. The classroom tasks are implemented in the third stage, with the support of teacher-trainer. It is crucial to observe student learning, reflect on the approach taken in the classroom, identify challenges and opportunities, among other considerations. Finally, in the fourth stage, there is collective reflection on the practice carried out within the training context. At this point, everyone shares their experiences, reports the dynamics applied in the classroom, highlights key outcomes, and assesses areas for improvement, change, or continuation. Participants also discuss their difficulties and what proved significant in the lesson, receiving feedback and suggestions, among other aspects. Once the four stages are completed, a new cycle can be initiated, considering previous experiences. Our study is in the data collection phase and carrying out teacher education program. There are 12 primary school teachers in this education program. We carry out a complete cycle during the second academic semester of 2023/2024. We will do a second cycle in the first academic semester of 2024/2025. The dynamic of the teacher education program could be reapplied in other contexts, favouring more in-service teachers can be beneficed, improving mathematical learning of their students. Every country needs that more children can be engaged at science, and mathematics. In this way, improving their mathematics learning is critical. The results of this study will illuminate the development of continuing education practices aimed at improving mathematics education in the primary years of schooling. The audience for our study is made up of university professors; researchers in the field of mathematics education interested in understanding practices related to in-service primary teacher education; primary school teacher trainers interested in understanding the potential of creating landscapes of investigation for the teaching of mathematics; teachers (in-service and pre-service) of primary education interested in new pedagogical practices aimed at working with landscapes of investigation in their classes; developers of institutional policies for the continuing education of primary school teachers interested in the discussion of teaching strategies for mathematics in primary education; and ministries of primary education interested in training state primary school teachers.
- A Proposal of Training Cycles for Critical Mathematics Education to Prospective Mathematics TeachersPublication . Silva, Guilherme Henrique Gomes da; Maciel Santiago, Maria FláviaCritical Mathematics Education (CME) can be understood as an expression of concerns and hopes regarding Mathematics Education, representing a socio-political force capable of effecting social changes (Skovsmose, 2023). In Brazil, CME has supported the development of research on various fronts. One of these fronts relates to prospective mathematics teachers for the secondary level. However, studies have highlighted the limited space in preservice programs for addressing and discussing CME concerns (Civiero, 2016), even though there is a demand in the current Brazilian curriculum for practices that support students from elementary to secondary levels in developing critical and investigative thinking in mathematics classes. Pedagogical work with landscapes of investigation is one way to foster CME concerns in the mathematics classroom (Silva et al., 2021), as it offers students opportunities to engage in investigative processes, establish dialogic interactions in the classroom, and critically reflect on sociopolitical issues (Skovsmose, 2023). In the ongoing study highlighted here, we propose a training model called "Cycles of Training for CME" and seek to understand how five prospective mathematics teachers engage in the study, development, and elaboration of landscapes of investigation with high school students through these cycles. In this particular text, we emphasize our proposal for a teacher training cycle for CME, consisting of four stages, detailed below. This model was employed in a program where prospective teachers can develop activities with a partner from a public school, under the supervision of a teacher-trainer from their undergraduate program and a teacher-supervisor from the school. The first stage encompasses the theoretical study of critical mathematics education ideas related to landscapes of investigation. Prospective teachers are stimulated to engage in tasks with this perspective related to mathematical concepts, semi-reality, and reality (Skovsmose, 2023). The second stage involves the collaborative planning of one or more lessons based on landscapes of investigation-based by prospective mathematics teachers. This is a moment when the team evaluates the mathematical content covered in the classroom from school-partner and constructs landscapes of investigation based on these needs. The teacher-trainer and teacher-supervisor support this phase by guiding students in creating pedagogical materials, for instance, that will be utilized. Additionally, during this stage, prospective teachers "test" the proposals they have developed with their peers and often strive to anticipate unforeseen situations that may arise due to unpredictability. The classroom tasks are implemented in the third stage, with the support of a teacher-supervisor, either individually or with the participation of the teacher-trainer and team members. It is crucial to observe student learning, reflect on the approach taken in the classroom, identify challenges and opportunities, among other considerations. Finally, in the fourth stage, there is collective reflection on the practice carried out within the training context. At this point, everyone shares their experiences, reports the dynamics applied in the classroom, highlights key outcomes, and assesses areas for improvement, change, or continuation. Participants also discuss their difficulties and what proved significant in the lesson, receiving feedback and suggestions, among other aspects. Once the four stages are completed, a new cycle can be initiated, considering previous experiences. The beginning of this new cycle can take place in the collaborative planning stage or through the exploration of different investigative tasks approaches, with or without new theoretical discussions. In this way, the CME training cycle we propose not only consists of reconfiguring a practice but also involves constant selfreflection, addressing CME concerns and contributing to prospective teachers' reflections on their own practices, the stance adopted in the classroom, the role of mathematics in individual training, among other questions, from the perspective of CME.
- Contributions to In-service Primary Teachers' Education from Their Engagement in Mathematics Landscapes of InvestigationPublication . Silva, Guilherme Henrique Gomes da; Ponte, João Pedro daIn Mathematics Education research, studies have pointed out the existence of little attention in initial primary teacher education for the exploration of mathematical content from critical discussions aimed at its pedagogical use in understanding emerging social problems, such as social inequalities, climate and environmental changes, and violence (Gutstein, 2018). However, the treatment of these and other issues in mathematics classes has increasingly become a requirement of basic school curricula. As a consequence, many primary teachers, especially those at the beginning of their careers, do not feel prepared to work with these matters in mathematics classes, which leads them to seek subsequent teacher education. Although this situation is known and remarked upon in the Mathematics Education literature, there are few studies specifically aimed at understanding how teachers learn and implement investigative tasks that allow for the treatment of social issues in their mathematics classes as a result of their engagement in inservice teacher education. In this way, using the perspective of Critical Mathematics Education, the objective of this research is to understand how primary school teachers working with landscapes of investigation develop from the study and elaboration of teaching tasks. Critical Mathematics Education is mostly concerned with the connection between mathematics education and issues such as equity, social justice, classroom dialogue, project development, and inclusion (Skovsmose, 2023). The development of landscapes of investigation has been a way to address these concerns in the classroom. Landscapes of investigation can be defined as learning environments that provide students with opportunities to build their own conclusions, accepting the invitation to analyse didactic situations and problems with the principles of investigation, exploration, questioning, and surveying of hypotheses and ideas (Skovsmose, 2023). Furthermore, they provide opportunities for dialogue, cooperation, research, and decision making. Ponte, Brocardo, and Oliveira (2015) have provided guidelines for teachers to conduct investigation tasks in the field of mathematics education, and to build and adapt teaching activities, seeking to favour the learning of their students. To achieve the objectives of this study, we use a case study methodology (Ponte, 2006) with a qualitative approach. We will analyse teacher engagement in a teacher education course aimed at Portuguese primary in-service teachers. In this teacher education course, developed in 75 hours with four stages, we will explore teachers' development of tasks based on the landscapes of investigation in mathematics classes. Our study is in the initial implementation phase. We are currently working on the planning the course that will be carried out with teachers who work in primary schools from the Lisbon area, Portugal.
- Formação inicial de professores de matemática em direção às preocupações da educação matemática críticaPublication . Silva, Guilherme Henrique Gomes da; Maciel Santiago, Maria FláviaA Educação Matemática Crítica (EMC) pode ser entendida como uma expressão de preocupações acerca da Educação Matemática, que abrangem conceitos intrinsecamente ligados ao ensino, como cenários para investigação e diálogo. Pesquisas têm destacado que o trabalho pedagógico com cenários para investigação pode ser um dos caminhos para o desenvolvimento de preocupações da EMC em sala de aula, pois proporciona possibilidades para que os estudantes possam se engajar em processos investigativos, estabelecer interações dialógicas e refletir criticamente sobre questões matemáticas e sociopolíticas. Neste texto, destacamos resultados preliminares de uma pesquisa em que buscamos compreender a maneira como futuros professores de matemática se envolvem no estudo, na elaboração e no desenvolvimento de cenários para investigação durante atividades de estágio supervisionado. Para isso, utilizamos um modelo denominado “Ciclos de formação docente para a EMC” durante o trabalho com o estágio supervisionado de cinco futuros professores. O modelo é realizado em quatro etapas: (1) Estudo teórico e vivências com cenários para investigação; (2) Planejamento colaborativo de cenários para investigação; (3) Desenvolvimento em sala de aula; (4) Reflexão coletiva no contexto de formação. Apresentamos resultados a partir da realização de dois ciclos, em que os futuros professores desenvolveram cenários para investigação com estudantes do primeiro ano de uma escola brasileira de ensino secundário. A pesquisa utilizou a metodologia do estudo de caso, o método da observação participante e, como instrumentos de coleta, caderno de campo, gravações em áudio das reuniões das etapas 1, 2 e 4 e materiais produzidos pelos futuros professores para as regências da etapa 3, durante os dois ciclos realizados. Para a análise e organização dos dados, utilizamos a análise de conteúdo categorial. Os resultados preliminares indicam que houve a apropriação do referencial teórico pelos futuros professores, pois destacaram, durante as reuniões das etapas 2 e 4, a importância do diálogo para o aceite do convite dos estudantes nas tarefas que constituíram as tarefas elaboradas. Apesar de relatarem dificuldades em manter os estudantes engajados nas tarefas, adotaram uma postura de incentivo a novas descobertas, não fornecendo respostas prontas e mostraram-se abertos a ouvir e explorar os diferentes modos de raciocínio dos estudantes. Como desafios, podemos citar a dificuldade com os conteúdos matemáticos, por parte dos estudantes, a falta de experiência prática em sala de aula e a saída da zona de conforto para explorar uma proposta de ensino nova, por parte dos futuros professores. Ainda, a realização de apenas um ciclo de formação pode não ser suficiente para que uma postura investigativa, crítica e dialógica seja desenvolvida na prática docente, pois, de um ciclo para outro, percebemos mudanças importantes na maneira como os futuros professores planejaram e conduziram as tarefas, relacionadas principalmente à autonomia na condução e uma abertura para colaboração entre os colegas. Ter proporcionado vivências com o planejamento colaborativo e as discussões coletivas ocorridas nos ciclos de formação trouxe contribuições para o desenvolvimento profissional dos futuros professores já que se colocaram em constante reflexão sobre a prática, possibilitando aproximação entre as discussões teóricas com sua prática em sala de aula.
- Cenários para investigação como um caminho para a problematização do sexismo nas aulas de matemáticaPublication . Silva, Guilherme Henrique Gomes da; Prado, Tamires Generoso doA Educação Matemática Crítica pode ser entendida como uma expressão de preocupações da educação matemática. Estas preocupações incluem a problematização da maneira como diferentes formas de opressão se manifestam na sociedade e como podem ser problematizadas nas aulas de matemática. Pesquisas em educação matemática têm apontado que o trabalho pedagógico com cenários para investigação pode ser um caminho para que essas e outras preocupações possam ser endereçadas em sala de aula. Um cenário para investigação pode ser entendido como um ambiente de aprendizagem constituído por uma ou mais tarefas que convidam os estudantes a formularem questões e a procurarem explicações. Neste trabalho, apresentamos resultados de uma pesquisa em que buscamos compreender as potencialidades e os desafios para a prática docente relacionados ao desenvolvimento de um cenário para investigação endereçado à problematização e discussão do sexismo nas aulas de matemática do segundo ano do novo ensino médio brasileiro. Os dados foram produzidos a partir do desenvolvimento de um cenário para investigação durante nove aulas, com estudantes deste ciclo de ensino, de uma escola brasileira localizada no Estado de Minas Gerais. A atividade fez parte da regência de estágio supervisionado de um curso de formação de professores de matemática, conduzida pela primeira autora deste trabalho. Utilizando a metodologia do estudo de caso qualitativo, utilizamos os seguintes instrumentos para a produção dos dados: (i) caderno de campo; (ii) respostas dos estudantes nos materiais produzidos na nas tarefas propostas; e (iii) fotografias do envolvimento dos estudantes durante a realização das tarefas. Os resultados indicam que as tarefas de investigação propostas favoreceram aos estudantes a interpretação de uma situação opressiva, manifestada nas discussões ocorridas em sala de aula, ao mesmo tempo que exploraram conteúdos matemáticos pertencentes ao currículo escolar. Ainda, os resultados apontam desafios para a prática docente relacionados à organização das tarefas investigativas, da utilização e planejamento do tempo necessário para a realização da exploração e investigação pelos estudantes e a necessidade de alinhar o planejamento aos conteúdos exigidos pelo currículo.
- Primary teacher education and Mathematics Education: contributions to in-service teachers from their engagement in landscapes of investigationPublication . Silva, Guilherme; Ponte, João Pedro daWithin the scope of research in mathematics education, teacher education to primary schools has been a particular focus of study. Some studies has shown that there is little space in the programmes of initial teacher education for the deepening of mathematical content, given the polyvalent nature of the formation of these teachers (Curi, 2013). Researchers argue that this is due to the idea that mathematics taught in primary schools goes just slightly beyond the domain of the four mathematical elementary operations. Consequently, such operations are rated as knowledge already internalised by future teachers, since, to enter their course or university programme, they had to have completed secondary school, which would guarantee the proficiency in these mathematical operations. This situation restricts the education of these professionals, contributing to the creation of negative feelings towards mathematics, which does not provide opportunities to experience research and mathematical discovery processes (Julio & Silva, 2018). Moreover, this situation does not favour the exploration of mathematical content from critical discussions aimed at its pedagogical use in understanding emerging social problems, such as social inequalities, climate and environmental changes, and violence (Gutstein, 2018). As a consequence, many primary school teachers, especially those at the beginning of their careers, do not feel prepared to work with mathematics beyond raditional teaching strategies, which leads them to seek subsequent education in this direction. Although this situation is known and remarked upon in the literature on mathematics education, there are few studies specifcally aimed at understanding how such teachers learn and implement investigative tasks that allow for the treatment of social issues in their mathematics classes as a result of their engagement in continuing education practices. The main objective of this research is to understand from the perspective of Critical Mathematics Education how in-service primary school teachers using a methodology of landscapes of investigation are involved in the study and development of teaching tasks. Critical Mathematics Education is concerned with questions related to mathematics education such as its connection with issues such as equity, social justice, classroom dialogue, project development, and inclusion (Skovsmose, 2023). Working with landscapes of investigation in the classroom has been shown to be a way to address these concerns. They have also been shown to be a way to address the development of meaningful activities in the classroom that favour the construction of mathematical concepts and ideas. From a methodological point of view, to achieve both the general and specific objectives of this study, we use a case study methodology with a qualitative approach (Yin, 2018). we will analyse teacher engagement in a continuing education course aimed at Portuguese primary teachers. In this formative practice, developed in 75 hours and in four stages, we will explore the creation and development of tasks based on the landscape of investigation in mathematics classes. Our study is in the initial implementation phase. We are currently working on the planning the teacher education course that will be carried out with teachers who work in primary schools from the Lisbon area, Portugal.
- Contributions to in-service primary teachers practice from their engagement in mathematics landscapes of investigationPublication . Silva, Guilherme; Ponte, João Pedro daIn Mathematics Education research, studies have pointed out the existence of little attention in initial primary teacher education for the exploration of mathematical content from critical discussions aimed at its pedagogical use in understanding emerging social problems, such as social inequalities, climate and environmental changes, and violence (Gutstein, 2018). However, the treatment of these and other issues in mathematics classes has increasingly become a requirement of basic school curricula. As a consequence, many primary teachers, especially those at the beginning of their careers, do not feel prepared to work with these matters in mathematics classes, which leads them to seek subsequent education. Although this situation is known and remarked upon in the Mathematics Education literature, there are few studies specifically aimed at understanding how teachers learn and implement investigation tasks that allow for the treatment of social issues in their mathematics classes as a result of their engagement in in-service teacher education. In this way, using the perspective of Critical Mathematics Education, the objective of this research is to understand how primary school teachers working with landscapes of investigation develop from the study and elaboration of teaching tasks. Critical Mathematics Education is mostly concerned with the connection between mathematics education and issues such as equity, social justice, classroom dialogue, project development, and inclusion (Skovsmose, 2023). The development of landscapes of investigation has been a way to address these concerns in classroom. To achieve the objectives of this study, we use a case study methodology with a qualitative approach. We will analyse teacher engagement in a teacher education course aimed at Portuguese primary in-service teachers. In this teacher education course, developed in 75 hours with four stages, we will explore teachers’ development of tasks based on the landscape of investigation in mathematics classes. Our study is in the initial implementation phase. We are currently working on the planning the course that will be carried out with teachers who work in primary schools from the Lisbon area, Portugal.
- Una propuesta de cursos de formación del profesorado para una educación matemática críticaPublication . Silva, Guilherme Henrique Gomes da; Maciel Santiago, Maria FláviaLa Educación Matemática Crítica (EMC) se entiende como una expresión de preocupaciones y esperanzas en relación con la Educación Matemática, representando una fuerza sociopolítica capaz de efectuar cambios sociales (Skovsmose, 2023). El trabajo pedagógico con escenarios (landscapes) de investigación es una forma de fomentar la preocupación por la ECM en las clases de matemáticas (Silva et al., 2021), ya que ofrece a los estudiantes oportunidades para participar en procesos de investigación, establecer interacciones dialógicas en el aula y reflexionar críticamente sobre cuestiones sociopolíticas (Skovsmose, 2023). En este estudio, proponemos un modelo de formación denominado «Ciclos de formación de profesores para la ECM» y buscamos comprender cómo cinco futuros profesores de matemáticas se involucran en el estudio, desarrollo y elaboración de escenarios de investigación con estudiantes de secundaria. En este texto, enfatizamos nuestra propuesta de ciclo de formación docente, que consta de cuatro etapas. Este modelo se empleó en un programa en el que los futuros profesores desarrollan actividades con un compañero de una escuela pública, bajo la supervisión de un formador de profesores de su programa de licenciatura y un profesor-supervisor de la escuela. La primera etapa relaciona el estudio teórico de las ideas críticas de la educación matemática relacionadas con los escenarios de investigación. Se estimula a los futuros profesores a participar en tareas relacionadas con conceptos matemáticos, la semirrealidad y la realidad (Skovsmose, 2023). La segunda etapa consiste en la planificación colaborativa de uno o más escenarios de tareas basadas en la investigación. Se trata de un momento en el que el equipo evalúa el contenido matemático tratado en el aula desde la pareja-escuela y elabora escenarios de investigación. Además, los futuros profesores «prueban» las propuestas que han desarrollado con sus compañeros y a menudo se esfuerzan por anticipar situaciones imprevistas que pueden surgir. Las tareas en el aula se ponen en práctica en la tercera etapa, con el apoyo de un profesor-supervisor, individualmente o con la participación del profesor-formador y el equipo. Es crucial observar el aprendizaje de los alumnos, reflexionar sobre el enfoque adoptado en el aula, identificar los retos y las oportunidades. Por último, en la cuarta fase, se reflexiona colectivamente sobre la práctica realizada en el contexto de la formación. En este punto, todos comparten sus experiencias, informan sobre la dinámica aplicada en el aula, destacan los resultados clave y evalúan las áreas de mejora, cambio o continuación; asimismo, se discuten dificultades y lo que resultó significativo en la lección. Una vez completadas las cuatro etapas, se inicia un nuevo ciclo, considerando las experiencias anteriores. El ciclo de formación de CME que proponemos no sólo consiste en reconfigurar una práctica, sino que también implica una constante autorreflexión, atendiendo a las preocupaciones de CME y contribuyendo a la reflexión de los futuros profesores sobre sus propias prácticas, la postura adoptada en el aula, el papel de las matemáticas en la formación individual, entre otras cuestiones.
- Contribuciones a la formación permanente de los profesores de primaria mediante su participación en escenarios de investigación matematicaPublication . Silva, Guilherme Henrique Gomes da; Ponte, João Pedro daEn la investigación sobre Educación Matemática, los estudios han señalado la existencia de escasa atención en la formación inicial del profesorado de primaria a la exploración de los contenidos matemáticos a partir de discusiones críticas orientadas a su uso pedagógico en la comprensión de los problemas sociales emergentes (Gutstein, 2018). Sin embargo, el tratamiento de estas y otras cuestiones en las clases de matemáticas se ha convertido cada vez más en un requisito de los planes de estudios básicos. Como consecuencia, muchos profesores de primaria, sobre todo los noveles, no se sienten preparados para trabajar estos temas en las clases de matemáticas, lo que les lleva a buscar formación posterior. Aunque esta situación es referida en la literatura, existen pocos estudios dirigidos específicamente a comprender cómo los profesores aprenden y ponen en práctica tareas que permiten el tratamiento de temas sociales en sus clases de matemáticas como resultado de su participación en formación permanente. Utilizando la perspectiva de la Educación Matemática Crítica, el objetivo de esta investigación es comprender cómo profesores de primaria que trabajan con escenarios de investigación se desarrollan a partir del estudio y elaboración de tareas de investigación. La Educación Matemática Crítica se ocupa principalmente de la conexión entre la educación matemática y cuestiones como la equidad, la justicia social, el racismo, el sexismo, el diálogo en el aula y la inclusión, entre otras (Skovsmose, 2023). Los escenarios (“landscapes”) de investigación ha sido una forma de abordar estas preocupaciones en las aulas. Son ambientes de aprendizaje que proporcionan a los estudiantes oportunidades para construir sus propias conclusiones, aceptando la invitación a analizar situaciones y problemas con los principios de investigación, exploración, cuestionamiento y sondeo de hipótesis e ideas. Para alcanzar los objetivos, utilizamos una metodología de estudio de casos con un enfoque cualitativo. Analizaremos la participación de los profesores en un programa dirigido a maestros de primaria. Exploraremos su desarrollo de tareas basadas en el escenario de investigación. Nuestro estudio se encuentra en la fase inicial. Actualmente estamos trabajando en la implementación del curso con 12 profesores de primaria de la zona de Lisboa, Portugal.