Resumen

In this paper, our aim is to understand how teachers perceive their professional learning in an in-service teacher education process, as well as the way they related this learning to their teaching practices regarding algebraic thinking in the first grades of elementary school. It is a qualitative-interpretative study, whose data were analyzed considering the Grounded Theory. The results indicate signs of professional learning identified in teaching practice were a glimpse of possibilities to approach algebraic thinking in first grades; changing the planning for students to select and develop mathematical tasks; adopting new methodological strategies with elements of the exploratory teaching approach.