Teaching from Questions: The Influence of the Institutional Position

This paper analyses the interaction and use of a question that involves mathematical knowledge typical of high school, carried out by 62 mathematics teachers in service during a mathematics didactics course at the university. The Anthropological Theory of Didactics is adopted to analyse the didactic-mathematical activity of these teachers in two different institutional positions: study and teaching. The results show the relevance of the study position for the questioning paradigm and that questioning almost disappears in the teaching position.