Learning Mathematics is a multiform and complex process, by no means only a direct result of teaching. From the 1960s, Guy Brousseau laid the basis for a discipline that today is autonomous and well-founded, while still in construction. One of the most complex and urgent questions is that of relating two diverse and apparently unreconcilable aspects. Here the author attempts a synthesis between the founding and fundamental ideas of Brousseau and the results of the work on Noetics and Semiotics by Raymond Duval, showing how the latter can shed light on classroom behaviors originally studied by Brousseau.