This book aims to present some of the latest research in the didactics of space and geometry, deepen some theoretical questions and open up new reflections for discourse. Its focus is as much on the approach of geometry itself and its link with the structuring of space as it is on the practices within the classroom, the dissemination of resources, the use of different artefacts and the training of teachers in this field. We study how spatial knowledge, graphical knowledge and geometric knowledge are taken into account and articulated in the teaching of space and geometry in compulsory schools, teaching resources (programs and textbooks) and current teacher training. We question how the semiotic dimension (language, gestures and signs) of geometric activity can be taken into account, and we identify the role of artefacts (digital or tangible) in the teaching and learning of geometry. This book brings together some fifteen contributions from Frenchspeaking researchers from different countries (France, Switzerland and Canada).

Des outils pédagogiques variés pour une mise en oeuvre simple, mais efficace, de l'enseignement des mathématiques. Le guide pédagogique. Il explicite les choix pédagogiques et donne : * les options pédagogiques * Les objectifs détaillés de chaque leçon avec des propositions d'activités, les commentaires des exercices, des compléments pédagogiques et des éléments d'informations mathématiques * Les progressions de calcul rapide * Des batteries d'exercices pour l'évaluation * Cinq annexes portant sur des questions importantes du travail pédagogique