Proxemic analysis of a lesson of mathematics: an exploratory study

How can one understand and characterize the didactic effects of non-verbal communication in class? This article aims to use an exploratory perspective to develop a specific approach to this question. Based on a case study, the teacher's actions are described within a theoretical frame whose reference is to concepts from mathematics didactics and which integrates proxemic perspectives. In order to show how a teacher can use proxemic resources in didactic communication, the authors developed the notion of proxemic consonance/dissonance and then show how this notion fits within the theory of didactic contract, as it prolongs the effect.