Case Study on the Didactic Assessment over a Final Work of a Master for Mathematics Teachers in Service

This article aims to investigate the didactic assessment characteristics conducted by teachers within Brazilian Professional Master Programme in Mathematics (PROFMAT), to justify that their didactic proposals are innovative and represent an improvement over the common ways which mathematics is taught. For this, a case study of a teacher who has planned and implemented an innovative educational proposal is presented. One of the findings was that his didactic analysis is based on implicit using of several components and descriptors of didactic suitability, which are proposed by the Ontosemiotic of Mathematics Cognition and Instruction Approach. It is also concluded that, despite of the implicit use of some components and descriptors highlighted by the justification of the studied teacher, it is hardly considered as a well-structured or even a developed discussion.