Overview

This study investigates the teaching activity carried out in the project proposed by the São Paulo State Department of Education for Full-Time Schools called Mathematical Experiences Workshop. Based on the Activity Theory from the perspective of Yrjö Engeström, which proposes a system of activity, through a case study with secondary school teachers, we analyse the contradictions that arise in the relationships between the components of this system: the teacher working in the workshop (subject), the mathematical content worked on (object), the Mathematical Experiences Workshop (mediating artefact), the project proposal and guidelines (rules), the students' parents and group of teachers at the school (community), and the decision-making power of the teacher and other individuals at the school (division of labour), with a view to understanding how the workshop works and thus identifying the difficulties in applying the proposal and the possibilities for improvement both in teaching practice and in achieving effective learning.

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