id: 02325195 dt: a an: 2000b.01045 au: Duval, Raymond ti: Questions concerning knowledge analysis. (Signe et objet. Pt. 2: Questions relatives à l’analyse de la connaissance.) so: Pluvinage, François, Annales de didactique et de sciences cognitives. Publication des travaux du séminaire de Didactique des Mathématiques de Strasbourg. Vol. 6. ,. 165-196 (1998). py: 1998 pu: , la: FR cc: E20 ut: ci: li: ab: There are now two classical, sometimes opposite, approaches in order to analyse mathematical knowledge acquisition: the epistemological one and the didactical one. They are very difficult to link together and they leave the cognitive archictecture and the awareness of learners aside. In fact, we must distinguish three basic standpoints: the scientific one, the cognitive one and the phenomenological one. The understanding of knowledge acquisition processes depends on these three standpoints taken into account. We compare the specific requirements of these standpoints according to the main criteria for knowledge analysis. We can see some misleading similarities or parallelisms between the distinctions usually made in each standpoint. And, above all, we can see where and how the processes described in each of them can be articulated. Thus we sketch out a model for knowledge analysis in order to developp mathematical understanding in learning contexts. (Author’s summary) rv: