We present partial results of the design and implementation of a study program for the Mathematics Teacher Training. The research is developed in the light of the Anthropological Theory of the Didactic. This paper we analyze what gestures of the research and world questioning pedagogy are identified in a group of future teachers that study an essential issue to the mathematics teacher profession: "how to teach mathematical knowledge?" The work was carried out with futures mathematics teachers of the third year of a careen university in Argentina. The main results indicate that the future teachers, at the beginning of the study program, do not seem to carry out the distinctive didactics gestures of the research and questioning the world pedagogy.