Comparación y contraste entre la teoría de situaciones didácticas y teoría de la objetivación: una aproximación al estado del arte

The comparative analysis of theories in Mathematics Education has been highlighted in the most recent research in this area. In this article, a general analysis of this academic trend is made, comparing and contrasting, mainly, the epistemological, ontological and didactic principles of the Theory of Didactic Situations (TSD) and the Theory of Objectification (TO), and, succinctly, the theory of the Ontosemiotic Approach (EOS). From this parallel, it is highlighted how these theories are spontaneously applied in teaching practice, without a direct approach to theoretical training. It is concluded that more research is needed on the implementation of the theoretical principles of these theories in the classroom, as well as on their impact on the teaching-learning processes of specific mathematical objects.