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Findings are reported from a research project that focused on the mathematical and didactic production emerging from collaboration between elementary teachers and school principals, and mathematics education researchers. The reported reflections are mainly oriented towards two pedagogical foci: a) different ways to problematize the mathematical knowledge with teachers and b) the complexity of building a collaborative process. The analysis of students' mathematical productions shared with theirdoi:10.24844/em2803.01 fatcat:acfs62nggndx5fyocdaltxxoke