La transposición didáctica en la enseñanza de la geometría en España durante la década de los 60.

This theoretical work deals with the transformations and adaptations that took place in Spain in the 1960s to adapt to the change in philosophy that modern mathematics brought about. The change in the epistemological bases on the teaching of mathematics occurred in a general way in the international context. However, the process of didactic transposition was different in each country. The aim of our research is to analyze the transpositional restrictions experienced in Spain in the 1960s and to exemplify the change of epistemology through school texts and legal provisions of that historical moment. To carry out our analysis and reflection, we have made use of two tools proposed by the anthropological theory of the didactic: didactic transposition and levels of codetermination. In addition to these tools, a bibliographical review of the legislation and an analysis of different school materials from the period in question were carried out. [ABSTRACT FROM AUTHOR]