Lopes Júnior, Jair [UNESP]Peralta Sparvoli, Deise Aparecida [UNESP]2014-05-202014-05-202009-01-01Bolema-mathematics Education Bulletin-boletim de Educacao Matematica. Rio Claro: Unesp-dept Mathematica, v. 22, n. 33, p. 141-168, 2009.0103-636Xhttp://hdl.handle.net/11449/8662The aim of this paper is to discuss the teachers' need, as autonomous professionals, to evaluate their own pratice. Considering that Descriptive Functional Analysis (DFA) may be a pedagogical method for analysis, implementation, and change of teachers' mathematics teaching practices, the objective of the present research was to teach repertoires compatible with DFA to two mathematics teachers in elementary schools of São Paulo state. When teachers are responsible for evaluation and self evaluation, they recognize themselves as fundamental agents of transformation in education.141-168porMathematics EducationDescriptive Functional AnalysisPedagogical ResourcesArtigoWOS:000272623300008Acesso abertoWOS000272623300008.pdf