Institutional agreements, learning trajectories, and teaching journeys. Discussions within a collaborative work group between teachers and researchers in mathematics education

Abstract

We present the results of an investigation on collaborative work between elementary school teachers and specialists in mathematics education, regarding problems in teaching and learning mathematics, developed since 2012. In our 4th year of collaborative work, in one of the schools we worked with, teachers brought up the need to work in a more coordinated way between grades and, consequently, to establish agreements. As a result of our analysis, the way in which agreements are conceived in schools gave rise to a notion that we named state of agreement that accounts for a collective way to assume the problems of teaching and learning. This practice enabled the development of an institutional pedagogical memory, which is a referent for the teaching trajectories in dialogue with learning trajectories.