Teacher professional knowledge, curriculum materials (educative) and the teaching of linear functions: some potentialities

This study aimed to analyze the potential of an educative curriculum material for teaching linear functions, from the perspective of High School Mathematics teachers and the knowledge they mobilize when interacting with this material. To this end, we used qualitative research, developed from a semi-structured interview with two teachers. The results obtained from the analysis of the material, considering theoretical reflections on professional teaching knowledge and the teacher-curriculum material relationship, indicate that teachers identify the potential advantages of the material's implementation confidence, flexibility, investigative approach, and arousing student interest in the content.