Teachers’ attempts to address both mathematical challenge and differentiation in whole class discussion

International audienceIn this paper we investigate how a group of six mathematics teachers in Greece deals with the need to balance work on mathematically demanding tasks and differentiation in lesson planning and enactment. Videotaped lessons and pre and post reflection interviews were analysed with a specific focus on whole class discussion. The findings show certain teaching practices that appear to promote both mathematical challenge and differentiation and emerging patterns of actions that make the challenge accessible to students