Résumé
In France, when a student has persistent and recurring difficulties in mathematics, he or she may be cared for by a healthcare professional, a speech-therapist, outside of school. The social security reimbursed this support. Our research aims to objectify the effects of such monitoring on school learning. This article presents seven sessions on the theme of multiplying two integers of a speech therapy follow-up for a 10 to 11-year-old child. The didactic analysis of this sequence, based on a naturalistic observation, without intervention of researchers, is carried out to answer the question: what is the mathematical knowledge worked? Our study highlights a networking of different types of tasks, potentially due to a work of reversibility (Apostel et al. in
Logique et équilibre,
Presses Universitaires de Francein,
1957
) and the epistemic role of the material, omnipresent during the sessions.