Abstract
Part 1 is a study about the evolution of the concept of absolute value in the history of mathematics. It shall allow to identify possible obstacles related to the development of this concept in the pupils mind and to compare them with obstacles in the historical evolution. Part 2 is a study of the didactic transposition, which is to reveal the kind of didactic interventions forming the current framework of teaching the concept of absolute value. This part mainly refers to the situation in Greece and in France. Final remarks try to relate the findings about didactic transposition to pupils’ difficulties in dealing with this concept.
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