Over the last decade particular emphasis has been put on the fact that in the classroom teacher is the one making the difference (OECD, 2005). However Hattie (2009) believes that specific actions of specific teachers are what really make that difference, thus producing effect to students’ learning outcomes. In the domain of mathematics large number of studies describes particular aspects of teacher practice related to effective learning within the classroom setting (Brophy & Good, 1986; Hattie, 2009; OECD, 2010a; Wang et al., 1993). Although research shows there is no one right approach to teaching seems that adequate follow up of the students, actions adjusted to suit different students’ needs, adequate classroom managements and quality of teaching are features commonly associated with positive outcomes of students’ learning.

Teaching and learning strategies are complex processes, continuously interacting one with the other. In order to deeply understand existing interplay among them it is necessary to gather data that fit each context at the time (OECD, 2010b). Large scale cross-cultural studies within the domain give somewhat contrasting picture of typical mathematics classroom. One of major challenges that large scale studies of this kind are confronted with is variety of activities and participation patterns in classrooms around the world, with different meanings prescribed to each. Although results of TIMSS video studies 1995 and 1999 (Stigler et al., 1999; Hiebert et al., 2003) speak in favour of country specific teaching patterns, study of Clark and associates point to (Clark et al., 2006; Clarke et al. 2006a) significant variations within countries and even teachers themselves. Analysis of mathematics teaching in Serbia suggests frontal delivery of knowledge dominates classrooms, although variations between the teachers are evident (Radisic & Baucal, 2012).

In this study we focus on practices of one mathematics teacher and how mathematical content on the same topic is delivered to two different classes by the same teacher. In particularly we wish to explore to what extent one teacher exhibits variations in the way mathematical content is presented to the students and whether she adjusts activities and specific routines to students’ pace of learning. At the same time we contrast the teacher’s perception of delivered activities with the perception of students.

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