Resumen

The explicit recognition of the objects and processes implied in mathematic activity is a competence that teachers should develop. This competence allows teachers to understand, design, and manage the processes of mathematical learning, and assess them with suitability standards previously set. Consequently, formative processes to develop this competence should be designed. This paper describes a training design aimed at developing the teachers’ competence of epistemic and cognitive analysis of mathematics instruction processes, highlighting the role of visual and analytical languages in the constitution of mathematical objects.