In the current context of education in Europe consensus is necessary to improve the ways of participation of the individuals in education in order to evaluate their own practices as a way of improving educational quality (Euridyce, 2008, OECD, 2009). One of the challenges of European education systems are analysis of the forms of participation promoted. Is it possible to get a European consensus on the value and norm that has the pedagogical contract to build educational participation of teachers and students? A review of this particular practice developed by the actors tries to answer this question.

This paper presents an analysis of the pedagogical and epistemological dimensions of the didactical contract when teaching mathematics in Spanish schools. In particular, we are interested in the influence of educational criteria in the organization of the class and the relationship between elements of the didactical system (teacher, student, context, discipline and teaching methods). Thus the research objective was to identify the role of pedagogical criteria in the didactical contract. The research questions are:

1. What are the restrictions imposed by the pedagogical contract to the running and control of the didactical contract?
2. Under what conditions the class organization facilitates the dynamic relationship between components of the educational system?

The underlying hypothesis is that the processes of teaching and learning improve when the dynamics of students' participation are guaranteed during sessions of teaching and learning of Mathematical contents. That is, the evolution of pedagogical and didactical contracts must be subordinated to the progressive convention between students and teachers.

This has meant carrying out a didactical analysis from a research experience with the strategy “Teaching and Learning by Reasoned Action” (TLRA) (Belletich, 2011), in the framework of a research-action.

The theoretical framework is based on general didactical theory and Didactical Mathematics Theory in Europe. Both conceive that all elements of didactical contract are interrelated: then, the educational perspective is systemic and holistic and their constituent elements are interdependent (Oliva, 2003). In this context, we try to determine which features of the class organization promoting the development of the didactical contract to most effective conditions for learning.

Referred to the role that didactical contract can play, we find authors like Rial (2010) and earlier Ferrandez, Sarramona & Tarin (1988), who have shown that learning is a process mediated and complex, which evolves from the interplay between. Other theoretical basis is the Theory of Reasoned Action (Fishbein & Ajzen, 1980; Reyes, 2007) that explains the importance of analysing the attitudes of teachers and students referred to dynamics of class organization.

The class organization is conceived as an aspect of the element "context" and is manifested in organizational keys: the social climate of the class, the idea of shared responsibility, level of student’s participation, etc.

In the European context, this study throws some light on the role of promoting the participation of an agreed didactic contract.

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