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This article presents some reflections about the need of mathematical knowledge by a group of teachers in the early years of the elementary school, with continued training process, based on the historic-cultural theory, more specifically on the activity theory. This is an excerpt from a Ph.D. research, in progress, in which training meetings were held with a group of teachers a municipal school, in Campo Grande/MS, which had propitiated moments to discuss the issues related to the mathematical knowledge, analysis of pedagogical practice of the participants, collective planning to develop teaching activities, and, in addition, they shared

APROPRIAÇÃO DE CONHECIMENTOS MATEMÁTICOS EM UM PROCESSO DE FORMAÇÃO CONTINUADA APPROPRIATION OF THE MATHEMATICAL KNOWLEDGE IN A PROCESS OF CONTINUED TRAINING