Clivaz, StéphaneStéphaneClivazPresutti, SaraSaraPresuttiBatteau, ValérieValérieBatteauBünzli Luc-olivierDaina, AudreyAudreyDainaBosch, MariannaBolondi, GiorgioCarreira, SusanaMichael GaidoschickSpagnolo, Camilla2025-12-312025-12-312025ISBN 9791221086553https://hdl.handle.net/20.500.12162/15530This study investigates mathematical knowledge for teaching problem-solving in lesson study among primary school teachers. Eight meetings were analysed, revealing mainly three types of talk, cumulative, disputational, and exploratory, evolving across the lesson study cycle. Knowledge levels differed among the types of talk, offering insights into teacher knowledge development.enType de référence::Communications::Communication scientifique publiée