<![CDATA[The quality of mathematics learning in schools largely depends on teachers' ability to understand students' learning obstacles and design appropriate didactical anticipations. This community service activity aimed to mentor elementary and junior high school mathematics teachers through a Research Clinic Didactical Design Research (DDR) format so that they can identify learning obstacles and design didactical-pedagogical anticipations (ADP) on the topic of fractions. The activity was conducted over a three-day intensive workshop involving 25 mathematics teachers, comprising socialization, workshop/mentoring, and reflection stages. Instruments included LO identification worksheets, pre-test and post-test of DDR concept understanding, and observation sheets. Results showed significant improvement across all teacher competency aspects: understanding of learning obstacles concepts increased by 48.7%, ability to identify LO by 52.3%, understanding of the DDR cycle by 55.1%, ability to design ADP by 61.4%, and ability to design didactical situations by 58.9%. Teachers successfully mapped epistemological, psychological, and didactical learning obstacles on fraction concepts and designed hypothetical didactical designs more responsive to students' difficulties. The Research Clinic DDR proved effective as a mentoring model that positions teachers as researcher-practitioners.]]>
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