Tasks carried out by mathematics teachers related to the teaching of specialized knowledge of algebra

Currently, we are in a context of discussions and explorations regarding improving the teaching and learning processes of mathematics, the Ministry of Education of Peru (MINEDU, 2016) has been implementing continuous improvement processes in basic education, and since 2020 has taken on the challenge of working in virtual contexts.
Teacher training is the subject of research (for example, Carrillo et al. (2018), Ribeiro et al. (2013) and Godino et al. (2015), it being important to consider the nature and focus of tasks in the teacher training and the opportunities they provide by contributing to the professional development of teachers (Santos and Pinto, 2009).
Algebra, due to its symbolic nature, reports difficulties in students, Codes (2010) emphasizes that algebra errors hinder the learning of concepts that involve numbers, for this reason he proposes to avoid them in order to achieve their understanding. Vergel (2015), mentions that algebraic thinking demands a perspective on the nature of school algebra that considers a dialectic between forms of algebraic thought and processes on generalization of patterns. In this regard, Lupiáñez, Puig and González (2015) point out that algebraic thinking must explore the meaning and management of algebraic language, learning and difficulties in working with algebraic relations and expressions such as: identities, equations and use of technologies to teaching algebra. It is of interest to investigate the specialized knowledge that the mathematics teacher mobilizes when developing tasks related to algebra.