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 their

more »

... eachers became another possible way to problematize knowledge as it allowed to identify mathematical relationships linked to learning objectives that expanded what teachers conceived as possible in relation to the mathematical content knowledge. The study of the tensions that arise from a collaboration amongst teachers and researchers (training-collaboration, naturalization-problematization and adaptation to institutional conditions-preservation of the collaboration) evidences the complexity of this process which demands specific conditions and professional expertise.