What is an expert mathematics teacher?

Abstract

In Portugal, the introduction of new mathematics curriculum for basic education generated new images about the activity of the mathematics classroom
 and about the role of the teacher, based on the notions of “explorations” and
 “discussion”. This had strong implications to the perspective on teacher expertise
 accepted by teachers and also by researchers in this country. This paper provides a
 brief overview of the national context, in terms of curriculum and teacher education,
 and describes this perspective of mathematics teachers’ expertise.