Abstract

Curricula are usually pointed out as one of the factors that delimit teacher’s knowledge. Inthis context, this study analyzes the requirements for teacher’s knowledge that can be found in thecurricular guidelines of Mathematics Education in the three Latin American countries belonging tothe OECD to educate in sustainability. For this, a content analysis has been carried out that examinesthe meaning given to the teaching and learning of mathematics that would allow the development ofkey sustainability competences. The results show a teaching-learning process of mathematics that isnot very aligned with education for sustainable development, with a low presence of key competencesfor sustainability. These results represent a roadmap, both for teacher training institutions and forproviding a new educational approach that allows Mathematical Education to contribute to educatingin sustainability in Primary Education. This new approach should promote students’ understandingof the different problems (social, economic, and environmental) that we are faced with, as well as themeasures that must be adopted to transform and act towards a more sustainable world.