Identifying the evolution of ways towards thinking about the students mathematical learning process

We depict an involvement with in-service teachers. In this experience the teachers composed instructional proposals to create students mathematical knowledge. This proposition was utilized to instruct a similar course a few times. After every execution the teachers talked about the experience. We watched the cycles of refinement when the teachers actualized the proposals and talked about the outcomes. In this process the teachers’ originations about learning and teaching mathematics developed. The originations changed when the teachers shared and examined the outcomes among themselves. We utilized the Models and Modeling perspective to dissect instructional proposals. The documents delivered by the teachers were the base to recognize the development of mindsets about the students learning process. The teachers depicted in this paper are studying in a master's program in mathematics education.