There is a rupture of didactic contract about the visualization learning during the transition from primary to secondary (Perrin-Glorian & Godin, 2018). If iconic visualization is exercised in primary education, the acquisition of non-iconic visualization – which is fundamental – is left to the learners at the beginning of secondary school. This article describes the results of a belgian study, based on quasi-experimentation plan in Belgium, which is part of the didactics of mathematics and cognitive sciences. The aim of the authors is to evaluate the implementation of a didactic engineering based on dimensional deconstruction allowing the progressive development of non-iconic type visualization in learners at the end of primary education. The results are used to guide the work of mathematics teachers.