In France, mathematics occupies a central place in the education system, and French excellence in fundamental mathematical research is internationally recognized. However, the performance of French students in this discipline remains below international standards, particularly in the overseas territories. These gaps can be explained by structural and ideological obstacles specific to overseas France, inherited from the colonial situation and perpetuated in the postcolonial context, but also by the persistence of an "indifferent to differences" approach within the republican educational system. It is precisely these extracurricular dynamics that most often generate difficulties in the transmission of mathematical knowledge and continue to have a significant impact on the quality of learning for students in the overseas territories, associating this discipline with a world of values, a horizon of ambitions, and a great deal of prejudice.

This edited volume aims to present the most current research in the field of mathematics education: research inspired by a contextual approach, examining educational practices and systems, as well as the perceptions and experiences of teachers and learners in France's overseas territories, in order to describe and analyze the complex relationships between contexts and teaching methodologies and to identify avenues for action, epistemological reflections, and methodological proposals.

Edited by Manuel Garçon, Mickaëlle Ramassamy, Cyrille Guieu, and Maurizio Alì. With a preface by Antoine Delcroix.