Abstract
Young pupils often perceive the notion of number when using oral numeration. It allows solving various problems such as counting a collection of objects. Learning and considering increasing size of numbers generate an evolution of the methods in use. The syntax of particular numbering provides specific resources. There are similarities between Indo-European oral numerations but also differences in the perception of the logic of their syntax. It is possible to find arithmetic or ordinal principles. By offering a priori models, this article aims to provide an analytical framework to take into account certain characteristics of the constitution of the signs that make up an oral Indo-European numbering. We indicate the place of analysis in earlier finding, explain the link to learning, present the methodology and finally present obtained results: proposals of theoretical models for the mathematical principles of an Indo-European numbering and then their use in interpreting the numeration in France. Its purpose is to provide elements for educational studies on both learning and teaching numbers.