Misconceptions and developmental proof

International audienceThe issue of students' misconceptions in mathematics and how to prevent and deal with them in teaching has been a major concern of mathematics educators since at least four decades. At the same time our knowledge about the processes of developing understanding and skills in proof and argumentation from early school years has increased. We argue, that there are connections between these two areas of studies important to make explicit for teachers. In this paper, we first elaborate the relation between the research on students' misconceptions and the ideas of developmental proof. Then we present the relevant results of an empirical study about how mathematics teachers in the field interpret this relation. Our conclusion is that there are important connections between these two research fields that are not always visible for teachers