6

In France, the provision of mathematics education for workers expanded substantially during the first half of the nineteenth century. This growth was largely due to the organization of geometry and mechanics courses at the instigation of Charles Dupin, but it also resulted from the introduction of mathematics and architecture courses in numerous drawing schools. The analysis of this double movement highlights the diversity of teachers involved in mathematics education for workers and the differences between the two types of courses. It also reveals situations of competition or complementarity between geometry and mechanics courses and drawing schools on a city-wide scale, that could lead to reconfiguring the local supply of mathematics education for workers.