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We analyze the knowledge of secondary school mathematics teachers on the realization of mathematical processes in their classroom performance to support students' development of mathematical competence. To accomplish this, we identify and describe changes in their knowledge, skills and attitudes related to using mathematical processes in tasks design, aimed to promote school learning, as part of their professional competence. These teachers participated in a training proposal. We observed that they improved their abilities to link skills, mathematical processes and competence, justify this connection and, design and select tasks that attend to this connection. [ABSTRACT FROM AUTHOR]