Résumé
Analyzing mathematical proof is part of the work of mathematicians, but also of teachers, and of students. According with three main functions of such an analyze - checking the validity; understanding the proving strategy of the author; appropriating the mathematical field -, we explore some questions, trying to precise the contour of what is for us "to analyze a proof". This leads us to explore the respective roles of logic and mathematical objects in the proving process. Our corpus is composed of two classical mathematical proofs. We hope this paper will open paths for teachers's work at various grades at secondary or tertiary level.