Circulation du savoir en classe de mathématiques : quelles variabilités dans les pratiques des enseignants ? Étude de cas

From a case study comparing the same teacher acting in two different mathematics classes of the same age but different levels, we try to analyze the variability of the ways by which the teacher supports the pupils’ work, particularly through his or her speech. We suggest that the differences that can be observed actually represent a differentiation of the tasks offer provided by the teacher to the two classes. We then challenge these first results with a few other cases.