The purpose of this article is to present partial results of a research framed in the line of the didactics of mathematics, which aimed to characterize the pedagogical practice from a-didactic situations. In the theoretical reference aspects related to the Theory of the Didactic Situations and the pedagogical practice are considered. The research was carried out under a qualitative research approach and the collection of information was done taking into account interviews, audio and video recordings, field diaries and observation records. The results describe the influence of the use of situations and how they allow to contribute to the improvement of the practice of a teacher, through the characterization and analysis of the different learning of the teacher.