This article allows some reflection on evaluation in Mathematics, highlighting the ways such evaluation may come to be understood and discussed in a Teacher Formation course. An attempt is made to unveil - in classroom situations - how looking at evaluation contributes to the formation of such teachers especially with regard to the analysis of what is understood by his/her students. Three problem situations have been analyzed, and discussed with Mathematics college degree students - whose focus is on the process of evaluation. The Evaluating look and taking up Mathematics are understood as ways for the student teacher to address the mathematical content, with him / her opening himself / herself to what his/her daily teaching shows. It shows the importance of considering the "relevant data" and that "to be known" in the evaluation situation allows the teacher to read the student's learning and ways of expression..
Mathematical Education; School Learning Evaluation; Mathematical Knowledge
