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It is nowadays common to consider that proof must be part of the learning ofmathematics from Kindergarten to University1. As it is easy to observe, lookingback to the history of mathematical curricula, this has not always been thecase either because following an old pedagogical tradition of rote learningproof was reduced to the formalism of a text and deprived from its meaning or,despiteits acknowledged presence anywhere in mathematics, proof did not get thestatus of something to learn for what it is. On the long way from its absenceas such in the past to its contemporary presence as a content to be taught atall grades, proof has had to go through a process of didactical transpositionto satisfy a number of different constraints either of an epistemic,didactical, logical ormathematical nature. I will follow a chronological orderto outline the main features of this process with the objective to betterunderstand the didactical problem that our current research is facing.

Notes for a study of the didactic transposition of mathematical proof