I denne artikel foretager vi et skift fra den traditionelle beliefsteori til anvendelsen af patterns of participation. Først beskrives lærerviden og patterns of participation, derefter beskrives og analyseres data omhandlende to lærere, Susanne og Astrid, som vi har fulgt gennem en længere periode. Den overordnede intention er at vise potentialerne ved at anvende patterns of participation som forskningstilgang og at vise at man herved kan komme til en bedre forståelse af matematiklærerens praksis.
In this article we shift the research perspective from beliefs to Patterns of Participation. First we describe knowledge for teaching and Patterns of Participation, then in a much longer section we present and analyze data on the cases of two teachers, Susanne and Astrid, whom we have followed over a longer period. The overall intention is to show the potential of using Patterns of Participation as a research approach and show that by using it we get a better understanding of mathematics teacher practice.