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This article aims to verify relationships between Professional Didactics and Mathematics Didactics in order to identify possible contributions to the formation of mathematics, having as theoretical support studies on the Theory of Conceptual Fields, Didactic Transposition and Didactic Situations. Thus, a bibliographic review was carried out, in order to relate the main concepts of each theory to the performance of the teacher of mathematics in the classroom and to professional didactics. Thus, the present work points out significant qualitative support such as providing means that provide understanding of work evolution of work, through the acquisition of professional skills and professional didactic situations, observation of the regularity of students’ activities, exchange of pragmatic information between coworkers, understanding the depth of the nature of the error, its possible causes and mechanisms of operations, distinction of the terms knowledge and mathematical knowledge and, from the perspective of the continuing education of initial teachers, the transmission of the condition of pragmatic and epistemic knowledge, thus enabling the development of investigations with the contribution of Professional Didactics for the understanding and development of research, based on the activity of the mathematics teacher, which favor a modification of posture-methodological.6, thus constituting a change of attitude in the action of teaching.

Implicações da Didática Profissional para a Formação do Professor de Matemática