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In science teaching variety of knowledge takes part: that of sciences, that of the scientist, the academic, that of the professor, the daily one, that of the student. In this paper a journey for some models of constructivist's focus is carried out, until arriving to the didactics of the French school, in an attempt to show the elements of the didactic situations of important development in mathematics teaching. The intention is to show that this didactics could be welcomed in the teaching of sciences, since its proposal offers to the process of teaching-learning and in particular to the ternary relationship professor, student and object of the knowledge elements for a didactic development that can guarantee the appropriation of the knowledge on the part of the student. [ABSTRACT FROM AUTHOR]