A didactic research study with an ethnographic approach was conducted to analyze how the content of the decimal numeration system is addressed by two first-grade primary school teachers. They used lessons on this topic from the Free Textbook Mathematics First Grade (LTG-M1°). The study was based on the notion of Didactic Transposition and some constructs from the Didactic Situations Theory. The teachers’ management was conceptualized as didactic transpositions concerning the textbook and revealed some difficulties mainly related to the problem-solving expectations for children as presented in the textbook activities. For this reason, an analysis of the didactic suggestions in the LTG-M1° was carried out. The study concludes that maintaining coherent approaches in the development of curricular proposals is essential. It was also found that the rules of the decimal numeration system continue to pose a challenge for designing activities and for first-grade children’s learning.
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