Abstract
The chapter summarizes the methodology of wide qualitative research whose goal was to investigate critical places of mathematics in the discourse of elementary teachers and mathematics teachers. The theoretical background of work is described as well as methodological foundations.
The way of data gathering and analysis is given. The data corpus consists of transcripts of interviews with 60 teachers whose analysis is based on some techniques of grounded theory.
The authors recapitulate challenges which were met by the chapters' authors and describe several aspects from the point of which the data were analysed: critical places and didactic techniques to overcome them, processes of learning, motivation in the teachers' discourse, typology of pupils, teachers' conception of a successful pupil and the cooperation between parents and school. Finally, the follow up research and limitations of the present research are mentioned.