Abstract
This article presents a training initiative for future secondary-level (age 12–16) mathematics teachers, as described by the course designer and instructor. The course in question, Didactique des mathematiques II et Laboratoire, intertwines a variety of issues related to problem-solving in mathematics and aspects of teacher training. Foundational principles are presented throughout the description of the course structure and examples of problem-solving activities in order to give insight into the underpinnings of the course. These principles highlight the parallels, described metaphorically as a mirror, between the activities for teaching through problem-solving proposed in the course and the activities intended to train the future teachers.
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