In the city of Murcia (Spain) took place on 18 and 19 April 2008 the Regional Conference VI Mathematics Education, organized by the Center for Language and Communication of Murcia.
One of the main tasks of the math teacher is the design, implementation and evaluation of their own teaching practice in order to promote student learning. It is well known the complexity of this task, if we consider the various aspects involved and the factors that affect teaching and learning of mathematics. In this paper we present some theoretical notions that may help to think mathematics teachers on their own practice, while opening new perspectives for research in mathematics education. These notions are based on the theoretical approach on the mathematical knowledge and learning that we describe as "ontosemiotic" , which takes into account the epistemic dimensions (played as an approximation anthropological), cognitive (a semiotic approach) and instructional (a socio-constructivist approach) the study of mathematics .
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