The instrumental deconstruction as a link between drawing and geometrical figure

International audienceIn this article we examine how it is possible, in the teaching and learning of geometry, to bridge the gap between problems involving drawings and figures, which is essential to the learning of mathematical proof. More precisely, the way students' drawings perception has to evolve, from Iconic Visualization to Non-Iconic Visualization (Duval, 2005). We show that the Instrumental Deconstruction process is multifaceted and central in this evolution. We present a theoretical framework, in relation with an experiment based on a 3D Dynamic Geometry Environment. Based on a case study, we show that construction tasks with specific representations make the instrumental work play a key role in the learning of geometry