Focusing on the impact generated in the country by the results of PISA, the reasonable question arises if Colombia is in theorical accordance with this test. To give a partial answer to this question, we propose to introduce a content analysis in which the ideas and structure of the framework of the PISA test of the OCDE in 2012 for the area of mathematics and proposed by the "Ministerio de Educación Nacional" are compared to organize national curriculum in mathematics, from which epistemological differences that lead to infer some aspects that open the door to questions about the participation of Colombia in the program are established.