Abstract
A model for mathematics teacher knowledge based on the anthropological theory of didactics is presented together with a methodological discussion of how to assess such knowledge in practice. To this end we propose a concrete method involving “hypothetical teacher tasks” and individual as well as collaborative work of the teachers to be assessed. This discussion is illustrated by a small scale comparative study of how future lower secondary mathematics teachers (just about to graduate) from Denmark, France and Japan approach two hypothetical teacher tasks (related to teaching geometry and arithmetics).