On an axiological dimension of rigour in school mathematics.

In this paper, we seek to identify some elements of a professional teaching logos regarding rigour and point out an axiological dimension of this logos. In contrast to a more autonomous approach to rigour in the field of mathematical production, many teachers' justifications to their expectations about rigour are based on ethical or aesthetical grounds. The exploration of a possible link between this axiologisation of rigour and the social reproduction of the profession of mathematics teacher is also considered. [ABSTRACT FROM AUTHOR]