Mathematics and e-learning: a conceptual framework

This paper starts from the study of the epistemological statute of the didactics of the mathematics (Henry, 1991; D’Amore, 1999), which faces the phenomenon of learning from the point of view of fundaments, in order to give useful and specific considerations for e-learning environments. Investigations on how the triangle teacher-pupil-knowledge changes are presented. Then the model of adidactic situations (Brousseau, 1997) is analysed in the context of e-learning platforms.