Abstract
The measurement of magnitudes was at the foundation of numbers and calculation in academic mathematics until the 19th century. It provided units and the concrete and abstract numbers that formed the basis of school arithmetic up to the mid-20th century in France. Our analysis of changes in teaching resources for proportionality (late 19th to the early 21st century) documents how the disappearance of magnitudes in academic knowledge was followed by the loss of the differentiation of the conceptual complexity of mathematical ideas related to proportionality. These changes made teaching and learning about proportionality considerably more difficult, and we later witness their gradual, but not yet systematic, reversal.
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