This paper describes 'didactical structures' as a possible outcome of research on teaching-learning sequences. Starting from an explicit didactical perspective, in this case a so-called problem-posing approach, the research emphasis lies on the didactical quality with which this particular perspective can be put into classroom practice in the teaching and learning of a certain topic. This is done by a process of developmental research, in which a research scenario, as a detailed prediction and theoretical justification of the hypothesized teaching/learning process, plays a crucial role. Three empirically supported resulting didactical structures are described, developed for the solution of different content dependent didactical problems. By reflection on these structures, more general structures and features are abstracted that enable transfer of the outcomes to the didactics of other topics. Finally, it is discussed what these results can offer to the development of a more general didactical theory.