Abstract

BARRERA-CURIN, Raquel Isabel; BERGERON, Laurie  and  PERREAULT, Audrey. Analysis of interactions in a class where students present language difficulties: the influence of a teaching practice on the mathematical activity of students. Relime [online]. 2020, vol.23, n.1, pp.103-133.  Epub May 28, 2021. ISSN 2007-6819.  https://doi.org/10.12802/relime.20.2314.

For the purposes of this article, we focus on teaching practices as well as the students’ mathematical activity in the context of special education in Quebec. To this end, we study a class where language is an issue for the teacher, given the language difficulties of the students. Our analysis seek, on the one hand, to determine the institutional and social constraints that influence teaching practices in mathematics and, on the other hand, to report on the means of mediation used by the teacher at the core of his/her practice for the purpose of conducting a mathematical activity with his/her students. Under a didactic and ergonomic approach as well as from the Maturanian epistemology, we present a three-level methodology to approach the complexity of teaching practice in a class within this particular context. Through the analysis of work organisation types as well as language interactions, we expose the impact of institutional constraints on the practice of this teacher concerning the possibilities of conducting a mathematical activity.

Keywords : Language interactions; Mathematical activity; Teaching practice; Language difficulties.

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