Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
This contribution examines teacher professionalism in inclusive mathematics education through the experience of ABMOVE!, a project that developed a curriculum-based active breaks program for primary school, designed in alignment with principles related to Universal Design for Learning. The empirical core consists of eight focus groups with 28 teachers, conceived as spaces for monitoring and reflecting on practice. Qualitative analysis of teachers’ voices identifies four professional tensions—body or control, procedure or relation, declared inclusion or actual participation, applying or transforming—constructed as interpretive categories through which teacher work becomes observable. The findings highlight situated decisions related to movement management, mediation of mathematical meaning, pluralization, and professional reflexivity. Active breaks are thus considered as an analytical lens for understanding teacher education, as they condense, in a brief instructional format, key issues of teaching in heterogeneous classrooms.
