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Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The formative nature of textbooks increases when criteria are incorporated and certain teaching principles for the understanding of their contents. The didactic facet of the textbooks was known by the Spanish authors of mathematics since the eighteenth and nineteenth centuries. By studying some mathematical textbooks published in Spain in this period, we identified certain educational criteria that the authors have shown in the organization of the contents. The criteria for analysis are: update, originality, exactitude and precision, social interest in mathematics, philosophical principles and didactic principles. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a conceptualización about the didactic principles as well as their characterization, emphasizing its importance for a successful conduction of the educative educational process and its validity in all the subjets, degrees of presencialidad and levels of education. Eight didactic principles appear that in opinion of the authors are those who universally constitute a safe guide for the professor, describing themselves each one of them. In this sense the central ideas that take shelter to way of postulates they characterize each didactic principle. [ABSTRACT FROM AUTHOR]