Abstract
This article goes over some of the ideas which emerged in France about the teaching of probability and statistics in secondary education during the past ten years, and first of all it takes up and develops the idea of an analogy between modelling in probability and in elementary geometry, considered here from the standpoint of paradigms. Another specificity of the domain is that its teaching makes a great use of various representations: tables, varied kinds of graphs, tree diagrams, box-and-whiskers plots and so on, which are a major element of the workspace but the construction and the meaning of which are sometimes problematic. It is the same for the articulation of one register with another, which is most often considered transparent, but obviously is not without causing difficulties, even among teachers. Taking into account the notion of semantic congruence may allow working this aspect more specifically and bring to the fore the isomorphism subjacent to random experiments which seem a priori different, thus opening up the way to the notion of probabilistic model.