Abstract
The aim of this chapter is to determine whether and how teachers of elementary schools talking about mathematics and mathematics teachers of primary schools categorize pupils they teach. We wonder what criteria to use, and whether you can identify a dimension in which his students describe.
We found that there are dimensions of cognitive, motivational, motor and special at the elementary school. Cognitive and motivational dimensions and a gender dimension at primary school.
At the end of the chapter we present the development trend of these dimensions during school.