In the case of mathematics, the didactic transposition described by Y. Chevallard consists of the phenomenon to produce knowledge in order to teach beginning from a reference knowledge which is scientific in general (scientific knowledge). The difference between these two knowledge results from the constraints affecting the knowledge to teach: on the one hand, the idea which arises in what manner the pupil (or adult) learn (the hypothesis of education), on the other hand, the constraints which are introduced by the system of lessons, its charactere which is organized socially. The texts presented show the differences of these constraints corresponding to the discipline which also refers to an epistemological analysis of the differences between the disciplines. This confrontation of the disciplines results in the establishment of a preliminary point of questions arising from the didactic transposition. (ZDM/Mathdi)