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              <p>Our communication fits into a wider study dealing with the activity of the&lt;br /&gt;learner and of the teacher during the solving of numeric problems at primary school.&lt;br /&gt;This article focuses on the first stage of our research, during which we examined the&lt;br /&gt;place given explicitly by the teacher to the conversion of representation registers,&lt;br /&gt;within the framework of solving numeric problems at primary school. It describes&lt;br /&gt;and analyses a practice of education which allows us to examine on the one hand&lt;br /&gt;how a teacher delivers, this conversion of registers to the learner in an explicit way&lt;br /&gt;and then how learners take into account this devolution in order to practice useful&lt;br /&gt;conversions during the problem-solving activity.</p>
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