Thinking about Mathematics classroom culture through spontaneous videos

International audienceThis paper focuses on the use of video to think about Mathematics classroom culture. The study follows a design-based research focused on professional development. We discuss here this use in a first design cycle with three design principles that sought to create conditions for teachers to (i) share authentic situations in their classroom, (ii) collaboratively discuss classroom episodes with other teachers and (iii) acquire progressive confidence and predisposition for their learning. Data was collected through training team diaries, teachers’ reports and their individual and anonymous assessment questionnaires. We present opportunities and constraints that allow us to face the organization of a second design cycle, maintaining the use of video as an accessing medium to real classroom situations of teachers in a training situation