Which algebraic learning can a teacher promote when her teaching does not focus on interpretative processes?

In this paper, we will focus on the e ects of teachers’ lack of the algebraic knowledge and sensitiveness that are necessary to e ectively control the plurality of levels of interpretation involved within activities aimed at mak- ing students aware of the meanings associated to their use of algebraic language. Our analysis of class discus- sions conducted by a group of middle-school teachers involved in university training courses enabled us to highlight profound gaps, between modeling and inter- pretation, that prevent them from becoming aware of what it is important to stress when facing this kind of activities with students.