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In this paper we did an analysis of theoretical foundations in order to study essential characteristics of developing evaluation in Mathematics teachers education. From our perspective it is essential to analyse evaluation as a process integrating aspects from a variety of disciplines like psychology, philosophy, didactics and mathematics. Thus, is very important to clarify this didactic category designed specially to develop evaluation processes in Angola's environment. In the proposal development was used predominantly a qualitative paradigm, based on data obtained through several empirical methods. We present the strategy to achieve this evaluation process on the socio- historical context, promptly related with professional's training. Finally, we present results of testing this strategy.

Methodological strategy to achieve the developing evaluation of mathematics at the Kuando Kubango, Angola teacher training school