<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362020000100005</article-id>
<article-id pub-id-type="doi">10.12802/relime.20.2314</article-id>
<title-group>
<article-title xml:lang="fr"><![CDATA[Analyse des interactions dans une classe où les élèves présentent des difficultés langagières : l&#8217;influence des pratiques d&#8217;une enseignante sur l&#8217;activité mathématique des élèves]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of interactions in a class where students present language difficulties: the influence of a teaching practice on the mathematical activity of students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrera-Curin]]></surname>
<given-names><![CDATA[Raquel Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bergeron]]></surname>
<given-names><![CDATA[Laurie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perreault]]></surname>
<given-names><![CDATA[Audrey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Université du Québec à Montréal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Université du Québec à Montréal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Université du Québec à Montréal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>103</fpage>
<lpage>133</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362020000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362020000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362020000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Dans le cadre de cet article, nous nous intéressons aux pratiques enseignantes ainsi qu&#8217;à l&#8217;activité mathématique des élèves dans le contexte de l&#8217;éducation spécialisée au Québec. À cet effet, nous étudions une classe où le langage est un enjeu pour l&#8217;enseignante, vu les difficultés langagières des élèves. Nos analyses cherchent, d&#8217;une part, à déterminer les contraintes institutionnelles et sociales qui influencent les pratiques enseignantes en mathématiques et, d&#8217;autre part, à rendre compte des moyens langagiers de médiation utilisés par l&#8217;enseignante au c&#339;ur de sa pratique, dans le but de mener une activité mathématique avec ses élèves. Sous le regard de la double approche didactique et ergonomique ainsi que de l&#8217;épistémologie maturanienne, nous présentons une méthodologie à trois niveaux permettant d&#8217;approcher la complexité de la pratique enseignante dans le contexte particulier de cette classe. Par l&#8217;entremise de l&#8217;analyse des formes de travail ainsi que des interactions langagières, nous exposons l&#8217;impact des contraintes institutionnelles sur la pratique de cette enseignante concernant les possibilités de mener une activité mathématique.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, nos interesamos en las prácticas de enseñanza, así como en la actividad matemática de los alumnos en el contexto de la educación especial en Quebec. Con este fin, estudiamos una clase donde el lenguaje se presenta como un problema para el maestro, dadas las dificultades lingüísticas de los alumnos. Nuestro análisis busca, por un lado, determinar las restricciones institucionales y sociales que influyen en las prácticas docentes en matemáticas y, por otro, dar cuenta de los medios lingüísticos de mediación utilizados por una maestra al intentar realizar una actividad matemática con sus alumnos. Bajo la mirada del doble enfoque didáctico y ergonómico, así como de la epistemología de Maturana, presentamos una metodología en tres niveles que permite abordar la complejidad de la práctica docente en el contexto particular de una clase. A través del análisis de las formas de trabajo y las interacciones lingüísticas, exponemos el impacto de las restricciones institucionales en la práctica de una maestra con respecto a las posibilidades de llevar a cabo una actividad matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract For the purposes of this article, we focus on teaching practices as well as the students&#8217; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nesse artigo nós nos interessamos as práticas de ensino assim como a atividade matemática dos alunos em um contexto de educação especializada no Quebec. Para tal, nós analisamos uma classe onde a linguagem é uma questão importante para a professora considerando as dificuldades de linguagem de seus alunos. Nossas análises procuram, de uma parte, determinar as imposições institucionais e sociais que influenciam as práticas de ensino de matemática e, de outra parte, relatar os mecanismos linguísticos de mediação usados pela professora no centro da sua prática com o objetivo de conduzir uma atividade matemática com seus alunos. Sob o ângulo da dupla abordagem didática e ergonômica, assim como a epistemologia maturana, nós apresentamos uma metodologia em três níveis que permitem de abordar a complexidade da prática de ensino no contexto particular dessa classe. Através uma análise das formas de trabalho assim que das interações linguísticas expormos o impacto das imposições institucionais sobre a prática de ensino dessa professora em relação as possibilidades de conduzir uma atividade matemática.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Interacciones lingüísticas]]></kwd>
<kwd lng="es"><![CDATA[Actividad matemática]]></kwd>
<kwd lng="es"><![CDATA[Práctica docente]]></kwd>
<kwd lng="es"><![CDATA[Difficultades de lenguaje]]></kwd>
<kwd lng="en"><![CDATA[Language interactions]]></kwd>
<kwd lng="en"><![CDATA[Mathematical activity]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="en"><![CDATA[Language difficulties]]></kwd>
<kwd lng="pt"><![CDATA[Interações linguísticas]]></kwd>
<kwd lng="pt"><![CDATA[Atividade matemática]]></kwd>
<kwd lng="pt"><![CDATA[Dificuldades de linguagem]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de ensino de matemátic]]></kwd>
<kwd lng="fr"><![CDATA[Interactions langagières]]></kwd>
<kwd lng="fr"><![CDATA[Activité mathématique]]></kwd>
<kwd lng="fr"><![CDATA[Pratique enseignante]]></kwd>
<kwd lng="fr"><![CDATA[Difficultés de langage]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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