Studies and research on curricula favor the recognition of important aspects for Education and contribute to educational practices involving teachers and students – which leads to the understanding of the prototype of teaching from curriculum prescriptions and encourages discussion about the ways in which the educational purposes can be effective in classroom contexts. Thus, from this understanding, interventional actions may be thought and practiced, aiming at the improvement of mathematics teaching, which has repercussions on teachers' professional knowledge and on students' learning. In this issue, our focus is to give visibility to the studies and research dedicated to the theme of Curricula in the context of Mathematics in Basic Education.