In this article, we are interested in teaching practices, as well as in the mathematical activity of students in the context of special education in Quebec. To this end, we study a class where language is presented as a problem for the teacher, given the linguistic difficulties of the students. Our analysis seeks, on the one hand, to determine the institutional and social restrictions that influence teaching practices in mathematics and, on the other, to account for the linguistic means of mediation used by a teacher when trying to carry out a mathematical activity with her students. Under the gaze of the double didactic and ergonomic approach, as well as Maturana's epistemology, we present a three-level methodology that allows us to address the complexity of teaching practice in the particular context of a class. Through the analysis of ways of working and linguistic interactions, we expose the impact of institutional restrictions on a teacher's practice regarding the possibilities of carrying out a mathematical activity.
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