The paper's main objective is to reflect on historiographical circulations and transfers of knowledge in the field of quantitative methods between France and the United States. We won't advocate unequivocally for the use of quantitative methods, but would like to present on the different ways to use numbers in social sciences and history. Indeed, French and American historians, whether apprentices or confirmed, often encounter during their work a crucial need to use them. But which methods do they favor? How to teach these methods? After quanti's crisis, what are the directions taken by the revival of interest for quantitative methods? Comparing French and American current pedagogical practices may be a heuristic way to raise crucial questions about historiographical uses of quantitative methods.