**2.3 Research question and methodological guidelines**

The various theoretical references mentioned above make it possible to formulate the macro-research question: what evaluative logics of action emerge from teachers' practices in the context of problem-solving education in mathematics?

The analyses carried out during the PhD work to answer this question took place on the scale of a school year, with the study of education projects, the study of problems proposed for assessment, their articulation with other problems, and the assessment criteria grids used by teachers; but also on the scale of a sequence and, even more finely, of a session, targeting the actual implementation of problems in the classroom, in connection with informal formative assessment and the study of interactive episodes.

Below are some of the results and contributions of the PhD, opening up new perspectives for research and work with teachers.
