This article present the results of research conducted on a course for Professional Masters in Mathematics Education, implemented in 2002, in college PUC/SP. In its history, changes occurred, but the timely dissemination of this experience is a way to contribute to the discussion about the professional development of teachers, and this type of postgraduate study. It is a case study in order to illustrate the discussion of a topic, and has a descriptive approach. Data were collected from documents in the course their development, interviews with students, and a survey of the first 100 candidates on conclusion. Analyses of the data indicate that teacher training is a process that involves incursions into different fields of knowledge, it is important to adopt the concept of the teacher as researcher, and make possible the development of research practice that relates to teaching.
Professional master; Mathematics education; Professional development; Mathematics teacher
