Clivaz, StéphaneStéphaneClivazBatteau, ValérieValérieBatteauPresutti, SaraSaraPresuttiDaina, AudreyAudreyDainaBuenzli, Luc-OlivierLuc-OlivierBuenzliPellet, Jean-PhilippeJean-PhilippePellet2023-12-272023-12-272023http://hdl.handle.net/20.500.12162/7259The data discussed in this session comes from eight meetings during one lesson study cycle of a group of eight Swiss primary teachers. The meetings were video recorded, transcribed and coded with the help of qualitative data analysis software. We will briefly present the codes used to code teachers’ utterances regarding dialogic analysis (Clivaz, Daina, et al., 2023; Hennessy et al., 2016) on the one hand and types of mathematical knowledge for teaching problem-solving (Chapman, 2015; Clivaz, Batteau, et al., 2023) on the other hand. We will illustrate the challenges of using this micro-level coding to determine the type of talk (Dudley, 2013; Littleton et Mercer, 2013) and analyse the meso level of a series of exchanges related to a topic. We will discuss these examples with the floor. In conclusion, we shall outline possible outcomes of associating the types of dialogues with the construction of teachers' knowledge.enDidactique des mathématiquesLesson StudyType de référence::Communications::Communication scientifique non publiée::Communication orale