| Summary: | This research aims to study the teaching of the object "modeling process" among qualifying secondary school students in
Morocco. We are interested in the conditions and constraints of its dissemination in mathematics class. The analysis is carried
out from the Anthropological Theory of Didactics and uses the model of the modeling process from ( Cheval lard, 1999) to
characterize the phraseologies (Bosch and Gascon, 2005) relating to the modeling process. Downstream from the need for
knowledge relating to mathematical modeling, this study allowed us to illustrate the claim to implement didactic phraseologies
specific to the modeling process. Thus, setting up the real situation with these students made it possible to identify the in fluence
exerted by the modeling phraseologies on the results of the students and the influence of the external intervent ion when they are
faced with a modeling situation. . As a result, we observed a gap between modeling taught in mathematics class and that desig ned
by experts.
Keywords: modeling, teacher's phraseologies, derivation, qualifying secondary, TAD
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