The aim of this article is to understand the learning of five primary teachers participating in a class study that focused on learning multiplication by 2nd year students with regard to the student’s knowledge and learning processes and knowledge of teaching practice. It is a qualitative and interpretative investigation. Data collection was undertook by participant observation through the preparation of a research journal, audio and video recording of the sessions and conducting a semi-structured collective interview. The results confirm the potential of the LS by contributing to teachers to deepen their knowledge about the student’s thinking and their strategies and difficulties in learning concepts. They also valued the detailed preparation of their action taking into account the previous knowledge of the students, as well as about exploratory learning.
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