Resumen

A formative experience oriented towards development of didactic-mathematical knowledge on probability and associated notions with mathematics teachers working of fundamental education in Brazil is described. Theoretical tools from the “onto-semiotic approach of mathematical knowledge and instruction” are used to design and analyze the formative experience. The phases of a didactic design based on this theoretical framework are shown composing the main thread of the developed experience. In the same way, the categories of common, advanced and specialized knowledge, from the mathematics teacher’s didactic-mathematical knowledge model, are applied. The formative model designed, especially the sequence of proposed activities and their a priori analysis, is a contribution allowing to support and educate adequately mathematics teachers on the specific issue of probability and its didactic.