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              <p>In this paper, we focus on the inquiry-based approach at the elementary school when students try to resolve problems. We present a case study: an ordinary session dedicated to the research of a problem chosen by a teacher. We compare the chosen problem with one proposed by the French curriculum. Then, regarding to the theoretical framework of the double approach (Robert &amp; Rogalski, 2005), we identify teacher's difficulties. Our a priori and a posteriori analyses show that these difficulties are linked with the choice of the problem and mathematical knowledge which are not completely mastered by the teacher. </p>
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