Abstract
Building on sociological research on educational inequalities, we study the influence of the social-educational context (school belonging to priority education areas or not) on the practices of mathematics teachers who work at secondary school entrance level. We also strive to assess the effects of teachers’ choices on students’ learning. We show, firstly, that even if the context seems to influence some of the choices, differences in practices are not systematic between the two contexts and, secondly, we highlight the influence of the context on the effects of certain choices made in relation to students’ learning.