An appropriate conceptualisation of the absolute value notion for mathematical use relies on the way that it is taught. In this article, we present the results of a didactic investigation based on a mathematical and epistemological analysis of the notion of absolute value on the one hands on a combination of semiotic, conceptual and cognitive dimensions on the other. Using an explanatory sequential mixed-method design, we are able to highlight a range of typologies of incorrect conceptions made by Tunisian secondary school students. The difficulties that emerge appear to be related to the didactic choices made in the process of teaching. These typologies could constitute a suitable basis for considering an alternative way of introducing absolute value.
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Gharbi et al. (2025) studied this question.
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