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The link between playing and learning mathematics is the core of the didactical problematic of this thesis. Based on my solid experience in the context of vulgarization of science, I elaborate a field of research and action in the context of summer camps. With the theory of didactical situations (Guy Brousseau, 1998) and the methodology of Didactic Engineering (Michèle Artigue, 1990), I conceive and experiment mathematical games, in relationship with the historic study of " Récréations mathématiques et physiques " (1694) from Jacques Ozanam (1640-1718). I put in evidence that there is a ludic dimension in the theory of didactical situations. Consequently, I defend the thesis that this theory can take in charge the ludic aspects when studying the interactions between the educator and the children, and creating ludic and didactic situations. That's why I construct the concept of didactic and ludic contract, based on the concept of "didactic contract", from the theory of didactical situations (Brousseau, 1998), and the concept of "ludic contract" from the philosopher Colas Duflo (1997)., Le lien entre jeu et apprentissages mathématiques est au cœur de la problématique didactique de cette thèse. En nous appuyant sur notre solide expérience dans l'animation scientifique, nous constituons un terrain de recherche et d'action dans le contexte encore peu étudié des séjours de vacances. La théorie des situations didactiques (Guy Brousseau, 1998), associée à la méthodologie d'ingénierie didactique (Michèle Artigue, 1990), nous fournit le cadre théorique pour concevoir et expérimenter des ingénieries prenant explicitement en charge les enjeux didactiques et ludiques. L'étude historique des Récréations mathématiques et physiques (1694) de Jacques Ozanam (1640-1718) apporte un éclairage complémentaire à notre travail. Nous mettons en évidence, au cœur même de la théorie des situations, une dimension ludique articulée avec la dimension didactique. Nous soutenons la thèse selon laquelle l'articulation entre jeu et apprentissage implique la prise en charge explicite du jeu dans l'élaboration théorique au niveau de la gestion par l'animateur des interactions avec les enfants, ainsi que dans la conception de situations ayant une double valence didactique et ludique. Nous faisons émerger la nécessité d'un concept, que nous appelons contrat didactique et ludique, pour modéliser les interactions ludiques et didactiques entre les participants engagés dans un projet qui lie, de façon explicite ou implicite, jeu et apprentissage dans un contexte donné. Ce concept s'appuie sur celui de contrat didactique, défini au sein de la théorie des situations (Brousseau, 1998), et sur celui de contrat ludique, défini en philosophie par Colas Duflo (1997) pour caractériser les activités ludiques réelles.

The objective of this PhD thesis is the translation of, and the mathematical commentary on, a 16th-century Latin book. Its author, Diego Palomino is not well known. With a background in theology, he was a prior. In order to obtain his PhD at the University of Alcala (Madrid), he submitted a work, De mutations æris, in which he included a collection of what seems to be readings notes, entitled Fragmentum de inventionibus scientiarum. His readings have been drawn from various famous mathematicians of his time and ancient ones. The originality of his work relies mostly on his inventiveness and his style —which can be sarcastic— making the reading of it quite interesting and lively. His work consists for the main part in explaining some unclear demonstrations, or bringing new methods of solution ; he also innovates in solving pairs of indeterminate equations by providing the complete set of integral solutions. Before him, only one mathematician (Abu ̄ K ̄amil, at the end of the 10th century) did so, the other mathematicians restricting themselves to giving only one solution or a pair. Palomino did not hesitate in criticizing a well-established theory in ancient mathematics, namely Archimedes —although his critics seem to rely on a faulty edition. His book is entitled to have a significant place in the history of mathematics, for it both maintains the rigor of Greek classical mathematics and announces innovation, as did the 17th century, culminating with the discovery of the infinitesimal calculus.