Vol. 6 No. 11 (2023)

This issue includes a monothematic section dedicated to works based on the Ontosemiotic Approach of Mathematical Knowledge and Instruction (OSA), a theory of the Didactics of Mathematics that emerged at the beginning of the 90's with the purpose of articulating different points of view. view and theoretical notions about mathematical knowledge, its teaching and learning. Thus, in this section, an article is included that reflects on the similarities and complementarities between the Ontosemiotic Approach and Socioepistemology as theories that have common origins in the Didactics of Mathematics. Another article deals with a study on the epistemic suitability of the Costa Rican Mathematics curriculum around a proposal to study Probability. And the section closes with a study of the representativeness of the intended meanings of the division in the Chilean curriculum.
In addition, this number includes a description and a reflection on a teaching experience on the regularization of secondary school students in the mountainous area of ​​the State of Querétaro and with the teaching proposal of a design of a didactic sequence based on problems for the teaching of Differential Calculus. in the administrative environment.