Abstract
The first part of this article developed an analysis of the mathematical contents associated with cartesian coordinate systems and the didactic issues that arise from it. This second part aims at showing how these analyses can help identify certain choices made in the official instructions for teaching and feed the reflection on the teaching of the associated notions (in particular the reflection on the construction and the implementation of progressions and situations for the class), in high school. We therefore propose here some elements of analysis of the middle school and high school official instructions concerning the question of cartesian coordinate systems, the Cartesian planeand the associated notions, with regard to the issues identified in the first part. Then, we propose situations for middle school and high school that allow to take care of some of these learning issues in the classroom