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The blackboard is the archetype of the media which hardly accept interactivity. However, although cybernetics has imposed itself since the 1940s as a new paradigm for the conceptualization of cognitive and intellectual activities, school practices remain attached to the blackboard as the main medium in the transmission of knowledge. And although we have passed, at the dawn of this century, from cybernetics to cognitive science, the blackboard, which has become white, still retains its place as an almost essential medium today. The prevalence of the blackboard is such that it is difficult to imagine that the nature of the educational content targeted can determine the appropriate mediums for them and that these could be incompatible with the blackboard. When the content includes dynamic and static, the use of this table makes the first implicit and leaves only the second explicit. The manipulations, in practical work, do not escape the grip of this static didactic approach immanent on the blackboard: these manipulations are most often reduced to simple demonstrations. We are trying to show how there is a very robust, although imperceptible modeling on the part of the noosphere, of the structuring of teaching content according to a single mold, that dictated by the blackboard and that this mold empties these contents of their morpho-dynamic content. The quality of teaching is compromised by this mold., Le tableau noir est l'archétype des médias qui accueillent difficilement l'interactivité. Or, bien que la cybernétique se soit imposée, depuis les années 40 du siêcle dernier, comme nouveau paradigme quant à la conceptualisation des activités cognitives et intellectuelles, les pratiques scolaires restent attachées au tableau noir comme principal médium dans la transmission des savoirs. Et bien qu'on ait passé, à l'aube de ce siêcle, de la cybernétique à la cognitique, le tableau noir, devenu blanc, conserve encore aujourd'hui sa place de médium quasi incontournable. La prégnance du tableau noir est telle qu'il est difficile d'imaginer que la nature des contenus d'enseignement visés puisse déterminer les médiums qui leur sont idoines et que ceux-ci puissent être incompatibles avec le tableau noir. Quand le contenu comporte du dynamique et du statique le recours à ce tableau rend implicite le premier et ne laisse explicite que le second. Les manipulations, en travaux pratiques, n'échappent pas à l'emprise de cet abord didactique statique immanent au tableau noir : ces manipulations se réduisent le plus souvent à de simples monstrations. Nous tentons de montrer en quoi il y a un modelage três robuste, bien qu'imperceptible de la part de la noosphêre, de la structuration des contenus d'enseignement selon un moule unique, celui dicté par le tableau noir et que ce moule vide ces contenus de leur teneur morpho-dynamique. La qualité d'enseignement est hypothéquée par ce moule.

The language is based on two essential sides: the semantic side and the syntactic one, but when we talk about the formal language, we associate spontaneously to this, the mathematics and data processing. Therefore, it is noted that the mathematical language does not comprise the semantic side, hence, the handicap of this language. The question which arises here: “can we highlight the semantic property in the mathematical language?”