So that the content is understandable, the theory and the practical one must walk together, becoming necessary the reflection and the inquiry on proper the practical professor, that is, is necessary a constant analysis of its prxis. It is also necessary to search the perfectioning constant, while activities in classroom are developed. The mathematics professor must perceive its unfinished state of (FREIRRE, 1996), that is, that he must recognize the necessity to be always in search of new knowing. The true professor of mathematics is that one that beyond knowing the content very, it must contain in its essence the capacity to know to teach mathematics, to know to work in group, of being creative, and never to be egoistic.
He has that to assume its professional role not neglecting its activity. The professor of mathematics of the gift must transmit information, instruct, mediate, teach, learn, evaluate, educate and educate for the research. To educate for the research is to make with that the pupil learns to work for the method of research with the purpose to exercise, to construct always improvements and always to surpass barriers and difficulties. The professional careers are if revising on the basis of the news requirements that are made to it, in reason of all this change that we live currently: continued formation of the professionals, as well as new qualifications, for example, adaptability to the new, creativity, autonomy, communication, initiative, cooperation. (MASETTO, 2003, P.
14). Forms of knowledge exist, that are necessary to the formation of the mathematics professor: pedagogical and curricular content. The knowledge of the specific content is proper of the area of the knowledge of the mathematics professor.