Teachers' practice and pupils' representations in a Grade 3 class

International audienceIn this paper we analyze a grade 3 teacher's practice and how it relates with his pupils' representations. We focus on teacher-pupils interaction in the classroom while pupils are solving a problem. We aim to understand how the teacher manages his pupils' use and interpretation of representations. Data were collected through video and audio recording of lessons and later analyzed through content analysis. The results show that the teacher's representations, actions and questioning types change according to the pupils' activity and difficulties and that the whole class discussion is the teacher's preferable moment for a more dynamic change of actions and questioning. That way, to promote his pupils' use and understanding of representations, the teacher adapts his representations, actions and questioning types