It is to be noted that, at the independence of African countries south of the Sahara, education generally has to continue to function in the pre-independence spirit and conception, particularly in the formation of enforcement agents « for the different institutions of the country. Rudimentary level of education, which was difficult to overcome the College or High School. Depending on the type of colonization, some countries, such as the Democratic Republic of Congo, had barely a dozen academics trained for independence. It was in this context that Aboriginal people were called to take over.The catching up efforts of international organizations, such as UNESCO, International Cooperation and local governments, have mixed results. The under-qualifications, especially secondary school teachers for us, are still at the center of the national concerns. And in the pastime, many African politicians raise their voices to wish to take charge of the needs of the social milieu in the training of young people.Between the trainin of young Africans abroad, which does not always have a local reality, and the local training of these young people, which is generally very theoretical, it is necessary to find what it takes to answer the call of these African politicians.Is it so far that Africa is struggling to put in place structures to provide the conditions for efficient operation. The context is that men and women who agree to ensure continuity are not necessarily equipped to do so: they do not always have the mastery of the content to teach and the effective design of teaching. As they are in the field, continuing education remains one of the effective means to lighten their teaching duties. So to ask the question of the place of didactics of mathematics in continuing education is to ask the question of the elements of solution to the problems that arise, content to teach and design of learning. We believe that didactics of mathematics, associated with ethno-mathematics, has elements of answer, especially in the preparation of the lesson sheet, the analysis a priori, and during the course of a lesson in class, the didactic negotiation. We will try to illustrate our words with examples.