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We conceive that teachers´ personal and professional development can (and should) be encouraged by habits of reflection and questioning about their own pedagogical practice, essential to a critical appropriation of scientific, pedagogical-didactic and contextual knowledge that outline any meaningful educational act. In this paper, we describe the formative methodology adopted in the subject Didactics of Mathematics for Preschool Context in the Master Degree in Preschool Education of a private higher education institution: from the real contexts in which the students developed the Supervised Teaching Practice and as a result of the systematization of the learning experiences developed there, this experience privileged reflexive processes of academic and professional nature and enabled a (re)definition of strategies and practices for further educational intervention. The analysis of the implemented practices and narratives produced by these students points this methodology as facilitating critical-reflective capacities development, both in terms of (re)construction of logical-mathematical knowledge as of praxis (re)configuration, and therefore, of professional development of these (future) teachers. [ABSTRACT FROM AUTHOR]