... teachers can take highly diverse forms: institutionally organised or more personal and spontaneous; individual or in collaboration with peers or others; continuous or for a period. We well acknowledge that individual and continuous professional development is relevant and important. However, our interest focuses on collective forms of professional development. We are studying the ways of how shared knowledge is constructed in a community of experienced teachers, pre-service teachers and two teacher educators (UG and GK), and the positions and perspectives the participants of our study take during the process of our joint work.1 We start from two basic assumptions: (A) Every practice of mathematics teaching and learning is a locally emerging process with open ends. The course and the results of this process depend on the students' and the teacher(s)' capacities to interpret and influence the interaction in their classroom. How students and teacher(s) understand each moment of the lesson is crucial ...

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