This research focuses on the analysis of the effects, in terms of textbook observation, of the intersection of epistemological and didactic studies, and more generally on the perception of the teaching of measurement. An analysis of epistemology, context and curricula, together with a synthesis of didactic work on the mathematical knowledge to be transposed, are articulated to develop a grid for analyzing textbooks concerning the introduction of the unit of area measurement. We identify the effects of this articulation on the selection of didactic articles, on the choice of observing the transition between geometric, numerical and algebraic frameworks (in the context of the introduction of formulas in CM2), as well as more generally on the view taken of the teaching of measurement between the frameworks.