Abstract
Abstract: This qualitative and bibliographic study offers a discussion based on some of the work on teacher training and ICT developed in Brazil. The results of this research suggest the importance of understanding and the pedagogical use of technology in the formation of mathematics teachers in the early years, warning that the use of technology in teaching practice is walking in a Risk Zone, with all the issues involved, but recognizing that there is a great potential for improving teaching practice” (OLIVEIRA, 2008, p. 82). In this theoretical direction, Mishra and Koehler (2006) observe several types of knowledge that are important for the teacher in order to increase the climate of learning permeable to ICT (RICHIT, 2015).
 Keywords: Professional development; TPACK model; Mathematical knowledge.
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