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).

Claire Guille-Biel Winder is a lecturer in mathematics education at AixMarseille Université (ADEF team), France. Her research focuses on the teaching of geometry in primary school, as well as on the practices and training of elementary school teachers.

Teresa Assude is a full professor in mathematics education at AixMarseille Université (ADEF team), France. Her research focuses on the study of preventive aid systems, the use of digital technologies and the teaching of mathematics to disabled students.