Vol. 6 No. 12 (2023)

This issue begins with an introductory reflection on the complexity of Mathematics and Science teacher training. It includes a first article that contains a historical-didactic analysis of Mathematics textbooks, particularly in the area of Trigonometry. A quantitative model for assessing the didactic suitability of a massive study process of mathematical content is also presented, as well as the possibilities it offers and its limitations. The issue closes with an analysis of the configural reasoning processes that high school students showed when tackling geometric problems.