Abstract
Over the last few years, there have been many discussions about teacher training, especially in regards to further education. Thus, this article presents partial data from the project “Creation of children's literature stories for the teaching of Mathematics”. It also presents an analysis of continuing educations for teachers from the early years of Elementary School. Our goal was to identify the knowledge of teachers from the early years of Elementary School in the process of creating stories for teaching the decimal numeral system. We used the Design Experiment methodology, and the theoretical framework used for the analysis was the Mathematics Teacher’s Specialised Knowledge - MTSK. In general, we identified that the training process for creating stories promotes teacher reflection, especially concerning the domain of Pedagogical Content Knowledge - PCK.
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