This article presents some results of the thesis in development, within the framework of the Interinstitutional Doctorate of Education - Francisco José de Caldas District University, on continuous training of preschool and elementary school mathematics teachers, by recognizing the learning conditions of students in contexts of diversity to provide a mathematics education, with and for all. The elements to design a structure for the continuing education development are presented, promoting spaces for permanent reflection, and generating communities of practices of teachers, allowing the exchange of professional knowledge, perspectives, and skills among the different members of the community.