Enseignement des mathématiques et composition sociale des classes

This article aims at understanding in what the social composition of the pupils influences the conception of the curriculum of mathematics. In this study, teaching means to build a « space of interest » for the pupils and the knowledge. It is the product of social constraints (pupils), institutional (official curriculum) and didactic (order of the knowledge). From comprehensive interviews, this work shows of how the teachers differentiate the modalities of classification, progress, transmission and evaluation according to the social contexts where they practice.