Resumen

This paper discusses praxeologies available at different levels of schooling in view of a problem, which permits multiple solutions ranging from elementary to more advanced mathematical approaches. Solutions of the problem produced by mixed groups of K-12 teachers included numerical, pictorial and algebraic methods, and allowed observing possible paths within a finalized activity of study and research. They also gave some insights regarding teachers’ readiness to support the continuity of students’ praxeological development, and more generally, the potential within teachers’ educational backgrounds to pursue the new paradigm of questioning the world.