Developing Mathematics Teachers’ Education through personal Reflection and Collaborative Inquiry: Which Kind of Tasks?

After the reprise of a model of intervention for the training of mathematics teachers (both initial and in-service) developed after experiences carried out in a cooperative modality (Pesci, 2007a), several tasks are presented for encouraging the development of disciplinary, didactic, and relational competences of the teachers. The theoretical framework related to these tasks puts in evidence the reasons of their choice: the importance, for teachers, of collaboration in sharing personal experiences, difficulties, and resource, the importance of autobiographical reflection, of reflection on one’s own classroom practices, and of epistemological reflection on the disciplinary contents. The connection to the debate about tasks which is developing considerably in relation to the education of teachers (Javorski, 2007) is underlined