Abstract
The purpose of the study is to define the nature of geometric work implemented in France at the end of compulsory school. To make the study, the notions of geometric paradigms and geometric working spaces (GWS) have been used. The reference GWS study is based on an analysis of the French Curriculum published in 1996 and 2005 and textbooks and classrooms observations have been used to precise the appropriate GWS. From the study, the appropriate GWS appears more and more fragmented and oscillates on a confused way between geometric paradigms. This GWS fragmentation is mostly due to the fact that the geometric work is no longer led by epistemological aims, but by an adaptation to the mathematic level of the students.