French Polynesia and French Guiana are two French overseas territories with numerous socio-cultural, linguistic and/or institutional specificities. French Polynesia has its own competences in the field of education and French Guiana has an education system modelled on that of mainland France. The problems linked to multilingualism and cultural diversity lead these territories to define priorities in terms of education. What representations do teachers have of the contextualisation of their mathematics teaching? Can we identify representations specific to the territories? The classification, by mathematical domain, type and degree of contextualisation, of mathematical activities adapted to the pupils' environment provided by the teachers leads to several observations. The declared practices of contextualisation are similar from one territory to another and not specific to the territories. The further away the adaptation is from the pupil's micro-context, the weaker the contextualisation. The further the adaptation is from the student's micro-context, the weaker the contextualisation, and in geometry it is almost always of stronger degree.