Natural language and “mathematics languages”: Intuitive models and stereotypes in the mathematics classroom

Through episodes taken from various research studies in mathematics education carried out over the years by one of the authors, we bring evidence of the interference between natural language and specific language. Within a semiotic perspective we show how and why students’ learning experience entails the emergence of intuitive models and stereotypes in mathematics classroom. The notion of didactical contract allows us to interpret students’ stereotypical behaviors within the Chevallard’s triangle, Knowledge – teacher – student.