Abstract
Mathematics classroom situations (MCS) are real or hypothetical classroom situations involving mathematics, in which the teacher has to respond to a student's hypothesis, question or idea. This study investigates the use of one such situation, the decimal point situation, in an in-service course for 20 elementary teachers. Data sources include: written questionnaire, individual interview, whole class discussion and student interview. The article examines the potential of MCS to evoke analyses and reflections about teaching and learning mathematics.
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